FILES - The Teacher The Ciommunity School

PICK-A-DOOR
ABKN
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BANK
HLSOHPREPOI
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PHILOSOPHER
OLHOSC
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SCHOOL
TDSUTNES
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STUDENTS
HCTREEA
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TEACHER
PHILOSOPHICAL
THOUGHTS ON
EDUCATION
MONTALVO, JONATHAN M.
BSED SCIENCE 4B
LEARNING OBJECTIVES:
 explain the six philosophical

thoughts on education; and
 cite an implication/relevance of
the following theories in the
teaching Profession.
Let’s Read These!
In a Grade 3 Science class:

Teacher: What is the function of the
mouth?
Student: To break the food into smaller
pieces.
Teacher: Very good! What about the
stomach?
Student: To digest the food.
Teacher: Very good! Perfect! And the small
intestines?
Student: To absorb the food nutrients
Let’s Analyze!
What classroom scenario is/are

being depicted by the teacher-
student question and answer?
Banking Method in Education
 Traditional approach in teaching
 Teacher deposits facts in which the

students patiently receive and memorize
Problems of Banking System:
 The students do not see the connection

of the lesson in real life
 The students are not given the
opportunities to find the
interconnectedness between among
these pieces of information
 Mile wide inch deep kind of learning

John Locke (1632-1704): The Empiricist Educator
Empiricism- knowledge of the world is based

on one’s experience
Acquire knowledge about the world through

the senses-learning by doing and by
interacting with the environment.
 Simple deas become more complex through comparison
reflection and generalization-the inductive method
Questioned the long traditional view that knowledge

came exclusively from literary sources, particularly the
Greek and Latin classics
 Opposed the divine rights of kings theory which held that the monarch had the right to be unquestioned and absolute ruler
over his subjects.
Child was born as Tabula Rasa “Blank Slate”
Negated “divine rights of the kings”

• Political order should be based upon a contract between the people and the
government.
• Aristocrats are not destined by birth to be rulers. People were to establish
their own government and select their own political leaders form among
themselves; Necessary.
• John Locke education is not acquisition of knowledge contained in Great
Books. It is learners interacting with concrete experience, comparing The
learner is an active not a passive agent of his Their own learning:
• Education is seeing citizens participate actively and intelligently in establishing
their government and in choosing who will govern them form among
themselves because they are convinced that no one person is destined to be
ruler.
HERBERT SPENCER (1820-1903):Utilitarian Education
“Survival of the fittest”

Social development had taken place
according to an evolutionary process by which
simple homogenous societies had evolved to
more complex societal systems characterized
with humanistic and classical education.
Science and other subjects that sustained
human life and prosperity should have
curricular priority since it aids in the
performance of life activities.
To survive in a complex society, Spencer

favors specialized education over that of
general education. We are in need of social
engineers who can combine harmoniously the
finding of specialized knowledge. This
particularly true in the field of medicine.
The competition in class is what advocates of
whole –child approach and socio-emotional
learning atmosphere negate.
• Curriculum should emphasize the practical, utilitarian and scientific subiects that haloed human Vind
maste the environment
• Was not inclined to rote learning schooling must be related to in and to achlys meded to earns living
• Science and other subjects that sustained human life and prosperity should have curricular priority
since it aids in the performance of life activities. "Survival of the fittest Curriculum should emphasize
the practical, utilitarian and scientific subiects that haloed human Vind maste the environment
• Individual competition leads to social progress. He who is the fittest survives. (Ornstein, 1984)
• To survive in a complex society. Spencer favors specialized education over that of general education. We
are in need of social engineers who can combine harmoniously the finding of specialized knowledge.
This particularly true in the field of medicine.
• he expert who concentrates on a limited field is useful, but if he loses sight of the Interdependence of
things he becomes a man who knows more and more about less and less. We must be warned of the
deadly peril of over specialism. Of course we do not prefer the other extreme, the superficial person
who knows less and less about more and more. He who is the littest survives. Individual competition
leads to social progress
• The competition in class is what advocates of whole child approach and atmosphere negate socio-
emotional learning
• The whole-child approach is a powerful tool for Self focused schools has as tenets-each student learns
in an environment that is physically and emotionally safe for students and adults and each student has
access to personalized learning and is supported by qualified and caring adults Froy N. 2010
JOHN DEWEY (1859-1952): LEARNING THROUGH EXPERIENCE
Education is a social process and so school is

intimately related to the society that it serves.
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 use by its children.
Schools are for the People and By the People
The learner has a genuine situation of

experience involvement in an activity in which
he/she is interested
Within this experience the learner has a genuine

problem that stimulates thinking.
The learner possesses the information or does

research to acquire the information needed to
solve the problem.
The learner develops possible and tentative

solutions that may solve the problem.
The learner tests the solutions by applying them

to the problem. In this way one discovers their
validity for oneself.
• The sole purpose of education is to contribute to the persocial and social growth of individuals.
• The learner has a genuine situation of experience involvement in an activity in which he/she is interested. Within
this experience the learner has a genuine problem that stimulates thinking.
• The learner possesses the information or does research to acquire the information needed to solve the problem.
• The fund of knowledge of the human race-past ideas, discoveries and inventions was to be used as the material
for dealing with the problems This accumulated wisdom of cultural hentage has to be tested. If it serves human
purposes, it becomes part of a reconstructed experience.
• The school is scientific in the sense that it is a social laboratory in which children and youth could test their ideas
and values. In here, the learner acquire the disposition and procedures associated with scientific or reflective
thinking and acting.
• Schools should be used by all, it being a democratic institution. No barrier of custom or prejudice segregate
people. People ought to work together to solve common problems.\
• The authoritarian or coercive style of administration and teaching is out of place because they block genuine
inquiry and dialoque.
• Education is a social activity and the school agency that helps shape human character and behavior
• Values are relative but sharing, cooperation, and democracy are significant human values that should be
encouraged by schools.
• Schools are for the People and By the People Democratic institutions where everyone regardless of age ethnicity,
social status is welcome and is process of decision-making. Learners and stakeholders practice and experience
democracy encouraged to participate in the democratic in schools.
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
Schools and teachers should be agents of change of

social improvement
Reiterated that everyone should aim for change for

the better not just for the sake of change
Schools should provide duality education and equal

learning opportunities for all students
The best teaching method is problem solving

Materials progress of human kind is very evident

but moral and ethical development seem to have
lagged behind
Indeed with science and technology, we have

become powerful and yet powerless. We have
conquered a number of diseases and even
postponed death for many, we have conquered
aging, the planets, the seas but we have not
conquered ourselves.
We have multiplied our possessions but reduced our

values, we talk too much, love too seldom, and hate
too often. We have learned how to make a living but
not a life. We have added years to life, not life to years.
• 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 arises from technology.
• There is a cultural lag between material progress and social institutions and ethical values.
• Instruction should incorporate a content of a socially useful nature and a problem-solving. Students are
encouraged to work on problems that have a social significance.
• Teachers should lead society rather than follow. Teachers are agents of change.
• Schools become instrument for social improvement rather than an agency for preserving the status quo.
• Schools ought to provide an education that afford equal learning opportunities to all students.
• Lag between Material Progress and ethical Values

• Materials progress of human kind is very evident but moral and ethical development seem to have lagged
behind.
• Indeed with science and technology, we have become powerful and yet powerless. We have conquered a
number of diseases and even postponed death for many, we have conquered aging, the planets, the seas
but we have not conquered ourselves.
THEODORE BRAMELD (1904-1987): SOCIAL RECONSTRUCTIONISM
It is a philosophy that emphasizes the reformation of

society.
Critically examine present culture and resolve
inconsistencies, controversies and conflicts to build a
new society not just change society… do more than
reform the social and educational status quo.
It should seek to create a new society…Humankind is
in a state of profound cultural crisis.
If schools reflect the dominant social values… then

organized education will merely transmit the social
ills that are symptoms of the pervasive problems
and afflictions that beset humankind. The only
legitimate goal of a truly human education is to
create a world order in which people are in control of
their own destiny. In an era of nuclear weapons, the
social reconstructionist see an urgent need for
society to reconstruct itself before it destroys itself
(Ornstein, A. 1984)
 For the social reconstructionist, education is

designed to awaken students’ consciousness
about social problems and to engage them
actively in problem solving (Ornstein, 1984)
 Committed to equality or equity in both society

and education. Barriers of socio-economic
class and racial discrimination should be
eradicated.
They also emphasize the interdependent world.

The quality of life needs to be considered and
enhanced on a global basis. (Ornstein,1984)
Education is not a privilege of the few but a right

to be enjoyed by all.
• Critical Pedagogy vs. Banking Model of Education
• Believed that systems must be changed to overcome oppression and improve human conditions.
• Education and literacy are the vehicle for social change. Human must learn to resist oppression and not
become its victims, nor oppress others. It requires dialogue and critical consciousness, the development
of awareness to overcome domination and oppression.
• Teaching as banking in which the educator deposits information into students' heads. Freire saw
teaching and learning as a process of inquiry in which the child must invent and reinvent the world
• Teachers must not see themselves as the sole possessors of knowledge and their students as empty
receptacles. He calls this pedagogical approach the "banking method of education.“
• A democratic relationship between the teacher and her students is necessary in order for the
conscientization process to take place.
• Critical pedagogy is problem- posing education.
• Dialogue the central element. It is love and respect that allow us to engage and learn from one another
• The basis for critical and problem-posing pedagogy as opposed to banking education, where there is no
discussion, only the imposition of the teacher's ideas on the students.
• he need of interacting with others and of creating a "community of inquiry is a group of persons
involved in inquiry, investigating more or less the same question or problem, and developing through
their exchanges a better understanding both of the question as well as the probable solutions.
• A community of inquiry will engage learners in Active problem solving.
PAULO FREIRE (1921-1997)CRITICAL PEDAGOGY
PAULO FREIRE (1921-1997)CRITICAL PEDAGOGY
Explored the banking system in his book “The

pedagogy of the Oppressed”
Claimed that education and literacy are essential
for social change. Humans must be educated so
they would not be victim of oppression nor be
oppressors
Saw teaching and learning as a process of inquiry
and active process
Let’s Check Your Understanding!
Process Questions:
1. Should school produce generalist or specialist?
Explain your answer
2. "If you cannot bring the learners to the world, bring the
world to the classroom." Will this go with John Dewey's
philosophy of education? Explain your answer.
3. What is the relevance of the six philosophical

thoughts on education in the teaching profession?
TAKE AWAYS
Philosopher Philosophical Thoughts on Education
 Education is not acquisition of knowledge

contained in the Classis. It is learners
John Locke- the empiricist interacting with concrete experience. The
learner is an active not a passive agent of
his/her own learning
 To survive in a complex society, Spencer

favors specialized education over that of
Spencer- the utilitarianist generalist education
 Who fittest survives. Individual competition
leads to social progress
TAKE AWAYS
 Dewey does not disregard the accumulated

wisdom of the past. These past ideas,
discoveries and inventions, our cultural
John Dewey- learning heritage, will be used as the material for
through experience dealing with problems and so will be tested
if they are of help, they become part of a
reconstructed experience.
 Schools are for the people and by the
people.
TAKE AWAYS
 Schools and teachers should be agents of

change
George Counts- Building
 There is a cultural lag between material
a new social order
progress and social institutions and ethical
values. Material progress of humankind is
very evident but moral and ethical
development seem to have lagged behind.
 Social reconstructionist critically examine

Theodore Brameld- the
present culture and resolve inconsistencies,
Social Reconstructionist
controversies and conflicts to build a new
society not just change society
TAKE AWAYS
 Employ critical pedagogy and dialogue in

Paulo Freire- Critical
contrast to the banking system of education
pedagogy vs. Banking
 Learners are not empty receptacles to be
method
filled.
LET’S READ THESE!
“When a school introduces and trains each child of society into

membership within 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
guaranty of a larger society which is worthy, lovely, and
harmonious.”
- John Dewey
LET’S ANALYZE!
Answer the following questions:

1. What is the function of schools according to John Dewey’s
statement?
2. Who creates school?
3. What is the relationship between schools and society?
LET’S CONCEPTUALIZE!
 School is an institution created by society

 Education is a function of society and as such arises from the nature and character of
society itself.
Roles and Function of Schools in Society
1. Education- refers to the contributions of schools to the development and maintenance
of education at the various level of society
2. Culture- acts as an avenue for systematic cultural transmission to and reproduction of
the next generation, cultural integration among the multiple and diverse citizens
3. Political- helps students develop positive civic attitudes and skills to exercise the
rights and responsibilities of citizenship
4. Human/Social- refers to the contribution of schools to human development and social
relationships at different level of society
Roles and Function of Schools in Society

5. Economic/Technical- helps the students to acquire knowledge and skills necessary to
survive and compete in a modern society, productivity-driven economy, and provide staff
job training and opportunity
Characteristics of Culture
1. Learned
2. Diverse and shared by a group of people
3. Cumulative
4. Changing and dynamic
5. Specifies what is acceptable and what is not
 As John Dewey claimed, it is the school that “introduces and trains each child of society
into membership within such a little community, saturating him with the spirit of service
and providing him with the instruments of effective self-direction..” When schools
succeed to do this, in the words of Dewey “we shall have the deepest and best guaranty
of a larger society which is worthy, harmonious and lovely.” This is called the
socialization.
 Socialization- is the process by which individuals internalize the norms and values of
society and so social and cultural continuity are attained.
- is a lifelong process
- it occurs primarily during early childhood but as we
progress from infancy to old age we shed old roles and adopt new ones. Role learning that
prepares us for future roles is termed anticipatory socialization.
Important agent of socialization
 Family- basic unit of society; ensures continuity of society through procreation

-Psychology tell us that the self-concept formed during childhood has lasting
consequences.
 School- it is an institution charged by society to impart specific knowledge and skills

necessary for functioning in a society.
CHAPTER 2
Historical Foundation of
Education
MONTALVO, JONATHAN M.
BSED 4B SCIENCE
Learning Objectives
 State the relationship of society and schools

 Prove that schools transmit cultural values by
standing facts from education history in the
world and in the Philippines
 Explain the meaning of socialization as a
function of schools
Historical Educational Curriculum Agents Influences on
Group and Goals Western
Period Education
Practical skills
To teach group of hunting, Emphasis on the
Primitive
survival skills; fishing, food role of informal
societies Parents, tribal
to cultivate gathering education in
7000 B.C. – elders
group stories, myths, transmission of
5000 B.C
cohesiveness songs, poems, skills and values
dances
Athenian:
To cultivate reading, writing, Athens: private Athens: the
Greek civic arithmetic, teachers and concept of the
1600 B.C. – 300 responsibility drama, music, schools, well-rounded,
B.C. and identify physical Sophists; liberally
with city-state; education, philosophers educated person
literature, poetry
Period Education
Athenian: to
develop well-
rounded person
Greek Spartan: drill, Sparta: military Sparta: the
1600 B.C. – 300 military songs teachers, drill concept of the
Spartan: to
B.C. and tactics sergeants military state
develop soldiers
and military
leaders
To develop Reading,
Emphasis on
Roman sense of civic writing, Private schools
ability to use
750 B.C. – 450 responsibility arithmetic, Laws and teachers;
education for
A.D. for republic, and of Twelve schools of
practical
then empire; to Tables, rhetoric
administrative
develop philosophy
Period Education
skills; relating
Roman administrative
education to
750 B.C. – 450 and military
civic
A.D. skills
responsibility
To cultivate Arabic numerals

Reading,
religious and
writing,
Arabic commitment to computation; re-
mathematics, Mosques; court
700 A.D. – 1350 Islamic beliefs; entry of classical
religious schools
A.D. to develop materials on
literature;
expertise in science and
scientific studies
mathematics, medicine
Period Education
Arabic
medicine, and
700 A.D. – 1350
science
A.D.
To develop Establishing the

Reading,
religious structure,
writing, Parish, chantry,
commitment, content, and
arithmetic, and cathedral
knowledge, and organization of
Medieval liberal arts; schools;
ritual; to re- the university as
500 A.D. – 1400 philosophy, universities;
establish social a major
A.D. theology; crafts; apprenticeship;
order; to prepare institution of
military tactics knighthood
persons for higher
and chivalry
appropriate roles education;
Period Education
the
institutionalizati
on and
preservation of
knowledge
Classical An emphasis on
To cultivate a
humanist literary
humanist who
Latin, Greek, educators and knowledge,
Renaissance was expert in the
classical schools such as excellence, and
1350 A.D. – classics-Greek
literature, lycee, style as
1500 A.D. and Latin; to
poetry, art gymnasium, expressed in
prepare courtiers
Latin grammar classical
for
school literature;
Period Education
Renaissance a two-track
service to
1350 A.D. – system of
dynastic leaders
1500 A.D. schools
A commitment
to universal
To cultivate a Reading,
education to
sense of writing, Vernacular
provide literacy
commitment to a arithmetic, elementary
Reformation to the masses;
particular catechism, schools for the
1500 A.D. – the origins of
religious religious masses; classical
1600 A.D. school systems
denomination; to concepts and schools for the
with supervision
cultivate general ritual; Latin and upper classes
to ensure
literacy Greek; theology
doctrinal
conformity
LET’S SUMMARIZE
 In primitive societies- survival against natural forces was the need.

 Athenian in ancient Greece- education was the rounded development of every
individual while for the Spartan was the development of soldiers and military leaders.
 Romans- schools needed to develop a sense of civic responsibility and to develop
administrative and military skills as citizens of the Roman Empire
 Arabic- concern of education was to cultivate religious commitment to Islamic beliefs
 Medieval period- schools were concerned with the development of religious
commitment, knowledge and ritual to establish order
 Renaissance period- education was focused on the rediscovery of classical philosophy,
literature and art.
 Reformation period- cultivate a sense of commitment to a particular religious
denomination and general literacy.
Education During the Pre-colonial period
Education was informal, unstructured and

decentralized. Fathers taught their sons how to
look for food and other means o livelihood.
Mothers taught their girls to do the household
chores.
This education is basically prepared their

children to become good husband and wives.
Children were provided more vocational training
but lesser academics. Teachers were tribal tutors
(Babaylan or Katalonan).
Education During the Spanish Era
Education was formal and organized. It was

authoritarian in nature. Tribal tutors of the pre-
Spanish period were replaced by Spanish
missionaries. Pupils attended formal schooling in
the parochial school. Instruction was Religion-
oriented. Christian doctrines, sacred songs and
music and prayers were taught because they were
required for confession and communion. There
was a separate school for boys and girls. Wealthy
Filipinos or the ilustrados were accommodated in
the schools
The Educational Decree of 1863
This law gave Filipinos a complete system of

education from elementary to the collegiate level.
The law provided for the establishment of the
elementary schools in all municipalities in the
country. Although religion was the core of the
curriculum, the curriculum included subjects
reading, writing, arithmetic, history Christian
doctrine, Spanish language, vocal music,
agriculture for the boys and needlework for the
girls. Attendance in school was compulsory
between the ages of seven and twelve.
Education During the American Regime 1898-1946
The Americans promoted democratic ideals and

the democratic way of life. The schools
maintained by the Spaniards for more than three
centuries were closed but were reopened on
August 29, 1898 by the Secretary of the Interior.
A system of free and compulsory elementary
education was established by the Malolos
Constitution.
May 1898, the first American school was established in Corregidor, and
shortly after the capture of Manila in 1899, seven schools were opened in
the city
Training was done through the schools both

public and secular manned by Chaplains and
Military Officers of the US Army.
 Thomasites arrived in the Philippines on August

23, 1901. The University of the Philippines was
founded in 1908. UP was the first state school of
university status
 The Department of Public Instruction set up a three level school system.

The first level considered a four-year primary and three-year intermediate
or seven-year elementary curriculum. The second level was a four-year
junior college and later a four year program.
The Commonwealth Period (1935-1942)
Free education in public schools was provided all over the country, in
accordance with the 1935 Constitution.
Vocational education and some household activities like sewing, cooking,
and farming were also given importance.
Education also emphasized nationalism so the students were taught about
the life of the Filipino heroes.
Vocational education and some household activities were also given
importance. Good manners and discipline were also taught to the students
 Establishment of institute of private education to observe private schools.
The Commonwealth Period (1935-1942)
 Executive Order No. 134 of 1936 was signed by Pres. Manuel L. Quezon designating
Tagalog as our National Language.
- Executive Order No. 217 otherwise known as the Quezon Code of Ethics was
taught in schools.
- Executive Order No. 263 in (1940) required the teaching of the Filipino, national
language in the senior year of all high schools and in all years in the normal schools.
 The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on
August 7, 1940, which provided for the following:
- Reduction of the 7 year elementary course to 6 years
- Fixing the school entrance age at 7
- National support for the elementary education
- Compulsory attendance of primary children enrolled in Grade 1
The Japanese Occupation
Make the people understand the position of the Philippines as a member of

the East Asia Co-Prosperity Sphere
Eradication of the idea of reliance upon Western States particularly the US
and Great Britain
Fostering a new Filipino culture based on the consciousness of the people
as Orientals
Elevating the moral of the people giving up over-emphasis on materialism
Diffusion of elementary education and promotion of vocation education
Striving for the diffusion of the Japanese language in the Philippines and
the termination of the use of English in schools
Developing in people the love of labor
Post-colonial Philippines
 Educational aimed at the full of realization of the democratic ideals and way of life.
 The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079
in June 15, 1954
 A daily flag ceremony was made compulsory in all schools including the singing of
the National Anthem pursuant to R.A. 1265 approved on June 11, 1955.
 Curricular offerings in all schools, the life, the works and writings of Jose Rizal
especially the Noli Me Tangere and El Filibusterismo shall be included in all levels.
 Elementary education was nationalized and matriculation fees were abolished.
 Magna Carta for Teachers was passed into law by virtue of R.A. 4670
 The fundamental aims of education in the 1973 Constitution are: foster love of
country, teach the duties of citizenship, develop moral character, self-discipline and
scientific, technological and vocational efficiency
Other Developments
 Integration of values in all learning areas

 Emphasis on mastery learning
 YDT and CAT introduced as new courses Media of Instruction- Bilingual Education
Policy: Mandates the use of English and Filipino separately as media of instruction in
schools.
 Education Act of 1982- created the Ministry of Education, Culture and Sports.
 NCEE – National College Entrance Examination introduced
- Executive Order No. 117 – President Corazon C. Aquino renamed Ministry of
Education, Culture and Sports (DECS) in 1987
 Creation of the Board for Professional Teachers under PRC
 Replacement of PBET (Professional Board Examination for Teachers) by LET
(Licensure Examination for Teachers
Other Developments
 Transfer of authority of administering the LET from CSC and DECS to the Board of
Professional Teachers under PRC
 Trifocalization of Education System
 The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary and nonformal education, including culture and sports.
TESDA now administers the post-secondary, middle-level man power training and
development R.A. 7796 – Technical Education and Skills Development Act of 1994
 CHED is responsible for higher education. R.A. 7722 – Higher Education Act of 1994
 In August 2001, R.A. 9155, otherwise called the Governance of Basic Education,
Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the
role of field offices (regional offices, division offices, district offices and schools). R.A.
9155 provide the overall framework for
Other Developments
(i) School head empowerment by strengthening their leadership roles and

(ii) School-based management within the goal context of transparency and local
accountability. The goal of basic education is to provide the school age population and
young adults with skills, knowledge, and values to become caring, self-reliant,
productive and patriotic citizens.
 Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to
DepEd and redefining the role of field offices which include the regional offices,
division offices, district offices and schools
 Values Education is offered as a separate subject in NSEC and integrated in all subject
areas in both curricula – Implementation of New Secondary Education Curriculum
(NSEC)
Other Developments
 R.A. 10157, Jan 20, 2012 – Kindergarten Act, an act institutionalizing the kindergarten
education into the basic education system
 K to 12 Programs (R.A. 10533), May 15, 2013 – The K to 12 Program covers
Kindergarten and 12 years of basic education (six years of primary education, four
years of Junior High School, and two years of Senior High School) to provide sufficient
time for mastery of concepts and skills, develop lifelong learners, and prepare graduates
for tertiary education, middle-level skills development, employment, and
entrepreneurship.
The Varied Goals of Education in Different Historical Periods of Philippine history
 During the pre-colonial period, students were given vocational training but lesser
academics for them to be good fathers and mothers.
 During the Spanish period, schools focused on religious formation to help them live the
Christian faith.
 The American regime educated the Filipinos to become good citizens of a democratic
country
 The Japanese regime taught them love of labor.
The post-colonial period educational system was devoted to the following goals:
1. Forster love of country
2. Teach the duties of citizenship
3. Develop moral character and self-discipline
4. Scientific technological and vocational efficiency
Commission on Higher Education
To produce thoughtful graduates imbued with 1) values reflective of a humanist

orientation (e.g. fundamental respect for others as human beings with intrinsic rights,
cultural rootedness, avocation to serve; 2) analytical and problem solving skills; 3) the
ability to think things through the ethical and social implication of a given source of
action; and 4) the competency to learn continuously throughout life – that will enable
them to live meaningfully in a complex, rapidly changing and globalized world while
engaging in their community and the nation’s development issues and concern.
The Department of Education vision, mission and core values:
The DepEd Vision
We dream of 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.
The DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner
The Department of Education vision, mission and core values:
Administrators and staff, as stewards of the institution, ensure and enabling and
supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners
Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Let’s Analyze the Song
1) According to the song what are connected?
2) What do you expect if these bones are connected? Does malfunctioning of

one bone affect the other bone?
Activity
A) Choose any object in your home to symbolize your care for someone.
Keep the meaning to yourself. Give that symbol to someone in the class
B) Ask that someone for the meaning he/she gave to your symbol.
Process Question:
Was the meaning that you gave to your symbol the same with the meaning
that the receiver gave? If not, how did this affect you? Do you feel you were
misunderstood?
CHAPTER 3
Social Science Theories and
Their Implications to
Education
Montalvo, Jonathan M.
BSED SCIENCE 4B
Intended Learning Outcome:
At the end of the Chapter, the students

must be able to explain three social
science theories and their implications to
education
Three Social Theories
1) Structural-functional theory
2) Conflict Theory
3) The symbolic interactionist theory perspective
1) Structural-functional theory
 Herbert Spencer, the proponent of structural-functional views society as “a
system of interconnected parts each with a unique function. The parts have
to work together for stability and balance of society.”
 The functionalist theory of education focuses on how education serves the
need of society through the development of skills.
 The functionalists see education as a beneficial contribution to an ordered
society
 Functionalism sees active social change as undesirable because the various
parts of society will compensate naturally for any problems that may arise.
Purposes of Schooling according to Functionalists

1) Intellectual purposes- acquisition of cognitive skills, inquiry skills
2) Political purposes- educate future citizens; promote patriotism’ promote
assimilation of immigrants; ensure order, 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; serve
as a site for the solution or resolution of social problems; supplement the
efforts of other institutions of socialization such as the family and the
church
2) Conflict Theory
 There are always two opposing sides in a conflict situation.
 Welcomes conflict for that is the way to the establishment of a new society.
 Conflicts theorists find potential conflict between any groups where
inequality exists; racial, gender, religious, political, economic, and so on.
 This constant competition between groups forms the basis for the ever-
changing nature of society.
How Proponents of Conflict Theory Regard Education

 Education is not truly a social benefit or opportunity as seen by the
functionalist
How Proponents of Conflict Theory Regard Education

 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 society and teach those in the working class to
accept their position as a lower class worker of society.
 Conflict theorists call this the “hidden curriculum”
3) The symbolic interactionist theory perspective
Three tenets of symbolic interactionist theory:

1) An individual’s action depends on meaning. We act based on the meaning
we give to symbols. Symbols can be actions, objects or words.
2) Different people may give different meanings to the same thing. When
teachers are strict, some students see it as an expression of care. Others
may rebel because they perceive teacher’s behavior as limiting their moves
and desires.
3) Meanings change as individuals interact with one another.
Implications to Teaching
 Let us promote and create opportunities for genuine interaction among our
students, teachers, between students and teachers.
 Let us use positive symbols in the form of gestures, words, actions, and
appearances to express our trust, belief in our students’ abilities, an
affirmation of their being.
 The symbolic interactionist perspective, also know as symbolic
interactionism, directs sociologist to consider symbols and details of everyday
life, what these symbols mean, and how people interact with each other
 Faulty communication can result from differences in the perception of the
same events and symbols.
Weakness of Symbolic Interaction Theory
 Critics claims that symbolic interactionism neglects the macro level of social
interpretation- the “big picture.”
 Symbolic interactionism traces its origins to Max Weber’s assertion that
individuals act according to their interpretation of the meaning of the world.
However, it was the American philosopher George H. Mead (1863-1931) who
introduced this perspective to American sociology in the 1920s.
LET’S SUMMARIZE!
 Functionalism is a theory of society that focuses on the structures that create

the society and on how the society is able to remain stable
 Functionalists are for stability and a state of equilibrium in society
 To maintain this state of stability, various institutions are expected to do their
part.
 For the functionalists, change is necessary only when things get unstable
 Conflict theory welcomes conflict for conflict paves the way to change, to the
establishment of a new society.
 Symbolic-interactionist theory is focused on individuals who act based on
meaning which is based on the individual’s experience. These meanings are
not permanent. They change over time as the individual continues to interact
with others and why symbols.
Chapter 4
The Strengths and Weakness

of the Filipino Character: A
Socio-Cultural Issue
Jonathan M. Montalvo BSED SCIENCE

4B
LEARNING OBJECTIVES
At the end of the Chapter you

should be able to:
 Discuss the strengths and

weaknesses of the Filipino
character
 Cite ways by which schools
can counteract the weaknesses
of the Filipino character
THE FILIPINO CHARACTER
In 1988 Senator Leticia Shahani
submitted to the Senate this Report
title “A Moral Recovery Program:
Building a People, Building a
Nation”. This report cites the
strengths and weaknesses of the
Filipino character.
STRENGTHS OF THE FILIPINO
CHARACTER
1. Pakikipagkapwa tao
• Manifested in a basic sense of

justice and fairness and in concern
for others.
• Ability to empathize with others,
in helpfulness and generosity in
times of need, in the practice of
bayanihan or mutual assistance
and in the famous Filipino
hospitality
CHARACTER
2. Family orientation
• Concern for family is manifested in

the honor and respect given to
parents and elders. And in the
sacrifices for the welfare of the
family
CHARACTER
3. Joy and humor
• Filipinos are cheerful and fun

• Laughing at ourselves and the mess
we are in is an important coping
mechanism
• This sense of joy and humor is
manifested in the Filipino’s love for
socials and celebrations
CHARACTER
4. Flexibility, adaptability and
creativity
• Very evident in us Filipinos is our

great capacity to adjust and to adapt
to circumstances and any
eventualities that come our way
• It also generates productivity
innovations and survival for some
CHARACTER
5. Hard work and industry
• The Filipinos desire to improve

one’s standard of living to live a
decent life matched with proper
working conditions and motivations
makes them work hard
CHARACTER
6. Faith and religiosity
• Filipinos have a deep faith in God

and are religious.
CHARACTER
7. Ability to survive
• Filipinos are survivors and are

resilient. We have the great
capability to surpass all sad
experiences and recover from
difficult times.
WEAKNESSES OF THE FILIPINO
CHARACTER
1. Extreme family centeredness
Excessive concern for family means

using one’s office and power to
promote family interests and thus
factionalism, patronage, political
dynasties and the protection of
erring family members. It results in
lack of concern for the common good,
and acts as a block to national
consciousness.
CHARACTER
2. Extreme personalism
Takes things personally, cannot
separate objective task from emotional
involvement. Because of this the
Filipino is uncomfortable with
bureaucracy, with rules and
regulations and with standard
procedures. He uses personal
contacts, and gives preference to
family and friends in hiring, services
and even voting.
CHARACTER
3. Lack of discipline
A casual attitude toward time and
space, manifested in lack of precision
and compulsiveness, in poor time
management and procrastination.
Impatience results in short cuts,
palusot, ningas cogon. Lack of
discipline often results to inefficient
work systems, the violation of rules
and a casual work ethic lacking follow
through.
CHARACTER
4. Passivity and lack of initiative
Waiting to be told what to do,
reliance on others (leaders and
government), complacence, lack of
sense of urgency. There is high
tolerance of inefficiency, poor service,
and even violations of one’s basic
right. Too patient and matiisin, too
easily resigned to his fate, the Filipino
is easily oppressed and exploited.
CHARACTER
5. Colonial mentality
Lack of patriotism, or of an active
awareness, appreciation and love of
the Philippines and an actual
preference for things foreign.
CHARACTER
6. Kanya-kanya syndrome, talangka
mentality
Done by tsismis, intriga, and

unconstructive criticism. It is
evident in the personal ambition that
is completely insensitive to the
common good. This results in the
dampening of cooperative and
community spirit, and in the trampling
upon other’s rights.
CHARACTER
7. Lack of self-analysis and self
reflection
The tendency to be superficial and

some what flighty. In the dace of
serious personal and social problems,
there is lack of analysis or
reflections, and instead satisfaction
with superficial explanations and
solutions.
CHARACTER
8. Emphasis on porma rather than
substance
This lack of analysis and emphasis on

form is reinforced by an educational
system that is more form than
substance.
VALUES EDUCATION IN
SCHOOLS
The following goals are proposed to develop in the Filipino:
1. A sense of patriotism and national pride
2. A sense of the common good
3. A sense of integrity and accountability
4. The values and habits of discipline and hard work
5. The values and habits of self-reflection and analysis; the internalization of
spiritual values and the emphasis on essence rather than on form
Shahani, Leticia. (1988). A Moral Recovery Program

VALUES EDUCATION IN
SCHOOLS
 In 2002, the Basic Education Curriculum (Grade 1-6, and First-Fourth Year High
School) integrated values in the major learning areas or subjects.
 Beginning with the K to 12 Curriculum in 2013, Values Education was renamed
Edukasyon sa Pagpapakatao (EsP)
 Values Education now Edukasyon sa Pagpapakatao in K to 12 Curriculum, was
introduced as a separate subject in the basic education curriculum under the Values
Education Program of Dr. Lourdes Quisumbing
 In Senior High Curriculum (Grades 11-12), there is no course with the title Values
Education or Edukasyon sa Pagpapakatao but core courses such as Introduction to
the Philosophy of the Human Person and Personal Development are in essence,
Values Education subjects themselves.
INTRODUCTION
The world has become a global village. We become a citizen of a global
community. What takes place in one part of the globe no matter how far
affects us. It is a "small world after all" so goes the song. In this chapter, we
will discuss global issues that affect schools and us.
Importance of Learning Global Issues
So why is it important to learn Global Issues?
• Encourage awareness and critical thinking about
issues.
• Student who learns about global issues are more
than twice likely to see the importance of
personally taking social actions,
• Studying current event is empowering
Advantage of being aware
• Studying current event is empowering. being globally aware person
has knowledge, competencies, values. and dispositions to act in an
informed manner, demonstrate empathy, engage in effective
intergroup communication, and build community across social,
cultural, political, environmental, geographic, and economic
boundaries. students can understand the perspective of other
students and become accustomed to the environment around them.
It helps reduce disturbing behaviour in the classroom and maintain a
conducive environment.
Top 10 world issues according to millenials based on world economic forum's global shapers in 2017
• Climate change/destruction of nature (48.8%)

• Large scale conflict/wars (38.9%)
• Inequality (income, discrimination) (30.8%)
• Poverty (29.2)
• Religious conflict (23.9%)
• Government accountability and transparency/ corruption (22.7%)
• Food and water security (18.2%)
• Lack of education (15.9%)
• Safety/security/ well being (14.1%)
• Lack of economic opportunity and employment (12.1%)
Top 10 Current Global Issues according to Chloe Turner
• Climate change
• Pollution
• Violence
• Security and well being
• Lack of education
• Unemployment
• Government corruption
• Malnourishment & Hunger
• Substance Abuse
• Terrorism
CLIMATE CHANGE
• The global temperatures are rising, and are estimated to increase from 2.6
degrees Celsius to 4.8 degrees Celsius by 2001.
• The reduction of greenhouse emissions and the spreading of education on
the importance of going green can help make a big difference.
• This would cause more severe weather, crists with food and resources and
the spread of diseases.
• Lobbying governments and discussing policies to reduce carbon emissions
and encouraging reforestation is an effective way of making progress with
climate change.
POLLUTION
• Pollution includes ocean litter, pesticides and fertilizers, air, light and
noise pollution.
• Clean water is essential for humans and animals , but more than one
billion people don't have access to clean water due to pollution from
toxic substances. sewage or industrial waste.
• Pollution is one of the greatest problems that the world is facing today,
which is causing grave irreparable damage to the natural world and
human society with about 40% of deaths worldwide caused by water, air
and soil pollution.
VIOLENCE
• Violence can be found in the social, cultural and economic aspects of the
world.
• Whether it is conflict that has broken out in a city, hatred at a certain group
of people or sexual harassment occurring on the street, violence is a
preventable problem that has been an issue for longer than necessary.
• Those who experience or witness violence may develop a variety of
problems, including anxiety. depression insecurity, anger, poor anger
maragement, poor social skills, pathological lying, manipulative behaviour,
impulsiveness, and lack of empathy.
VARIOUS FORMS OF VIOLENCE
• PHYSICAL VIOLENCE - Physical violence occurs when someone uses a part of

their body or an object to control a person's actions.
• SEXUAL VIOLENCE - Sexual violence occurs when a person is forced to
unwillingly take part in sexual activity.
• EMOTIONAL VIOLENCE - Emotional Violence occurs when someone says or
does something make a person stupid or worthless.
• PSYCHOLOGICAL VIOLENCE - Psychological violence occurs when someone
uses threats and causes fear in an individual to gain control.
• SPIRITUAL VIOLENCE - Spiritual (or religious) violence occurs when someone
uses an individual's spiritual beliefs to manipulate, dominate or control that
person.
• CULTURAL VIOLENCE - Cultural violence occurs when an individual is harmed
as a result of practices that are part of her or his culture, religion or tradition.
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 UN is working
toward increasing the well being of people throughout the
world.
LACK OF EDUCATION
• More than 72 million children throughout the globe that are the age to be
in primary education are not enrolled in school.
• This can be attributed to inequality and marginalization as well poverty.
• Fortunately, there are many organizations that work directly with the issue
of education in providing the proper tools and resources to aid school.
UNEMPLOYMENT
• Without the necessary education and skills for employment. many people,
particularly 15 to 24 years old. struggle to find jobs and create a proper
living for themselves and their families
• This leads to a lack of necessary resources, such as enough food, clothing,
transportation and proper living conditions.
• The unemployment rate in the Philippines inched lower to 5.2 percent in
the March quarter of 2019 from 5.3 percent a year ago.
• Unemployment rate in Philippines averaged 8.34 percent from 1994 until
2019, reaching an all time high of 13.20 percent in first quarter of 2000
and a record low of 4.70 percent in the fourth quarter of 2016.
GOVERNMENT
CORRUPTION
• Means of corruption include graft, bribery, embezzlement, backdoor
deals, nepotism, and patronage.
• Corruption is a major cause of poverty considering how it affects the poor
the most, eroding political and economic development. democracy and
more.
• Corruption can be detrimental to the safety and well being of citizens
living within the corrupted vicinity, and can cause an increase in violence
and physical threats without as much regulation in the government.
• The Philippines ranked 94 out of 177 countries in Transparency
International's 2013 corruption index.
MALNOURISHMENT AND
HUNGER
• Currently there are 795 million people who do not have enough to eat.
• Long-term success to ending world hunger starts with ending poverly.
• Fighting poverty through proper training for employment, education and
the teaching of cooking and gardening skills, people who are suffering will
be more like y to get cbs, earn enough money to buy food and even learn
how to make their own food to save money.
• By Malnutrition, in all its forms, includes under nutrition, inadequate
vitamins or minerals, overwe cht, obesity, and resulting diet-related non
communicable disease.
SUBSTANCE ABUSE
• Substance abuse is the "the harmful or hazardous use of psychoactive
substances, including alcohol and illicit drugs" (WORLD HEALTH
ORGANIZATION).
• The United Nations reports that, by the beginning of the 21st century, an
estimated 185 million people over the age of 15 were consuming drugs
globally.
• The drugs most commonly used are marijuana. cocaine, alcohol,
amphetamine stimulants, opiates and volatile solvents. Different classes of
people, both poor and rich, partake in substance abuse, and it is a persistent
issue throughout the world. marginalized groups and communities are the
most vulnerable to this reality.
• The Philippines faces th's huge problem on substance abuse.
TERRORISM
• Terrorism is an issue throughout the world that causes fear and insecurity,
violence and death.
• Across the globe, terrorists attack innocent people often without warning.
• This makes civil ones feel defenseless in their everyday lives.
• Making national security a higher priority's key in combating terrorism, as well
promoting justice in wrongdoings to illustrate the enforcement of the low and
the serious punishments for terror cranes.
• Terrorism is, in the broadest sense, the use of intentional violence to achieve
political aims. It is used in this regard primarily to refer to violence during
peacetime or in the context of war against non-combatants (mostly civilians and
neutral military personnel). It's a unlawful use of force or violence against
persons or property to intimidate or coerce a government or its citizens to
further certain political or social objectives.
17 Sustainable Development Goals for the period 2015-2030
• End poverty in all its forms everywhere.
• End hunger, achieve food security and improved nutrition and promote sustainable agriculture.
• Ensure healthy lives and promote well-being for all at all ages.
• Ensure inclusive and equitable quality education and promote life-long learning opportunities for all.
• Achieve gender equality and empower all women and girls.
• Ensure availability and sustainable management of water and sanitation for all.
• Ensure access to affordable, reliable, sustainable, and modern energy for all.
• Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.
• Build resilient infrastructure, promote inclusive and Sustainable industrialization and among countries. Reduce inequality within and among countries.
• Make cities and human settlements inclusive, safe, resilient and sustainable.
• Ensure sustainable consumption and production patterns.
• Take urgent action to combat climate change and its impacts.
• Conserve and sustainably use the oceans, seas and marine resources for sustainable development.
• Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land
degradation and half biodiversity loss.
• Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive
institutions at all levels.
• Strengthen the means of implementation and revitalize the global partnership for sustainable development.
The Teacher and the
Community, School Culture
and Organizational
Leadership
ED 228
LESSON 5
THE WHAT AND HOW OF
SCHOOL AND COMMUNITY
PARTNERSHIP
LEARNING OBJECTIVES
1 2 3 4
Determine the Explain school Appreciate the Cite an
why and how of and community importance implication of
the of
School- partnership school- school-
Community through eliciting community community
partnership; examples; partnership partnership.
through poster-
making; and
PARTNERSHIP
Partnership implies two
parties helping each other. These
parties both mutually benefit from
each other.
WHAT
COMMUNITY
CAN DO FOR
1. BRIGADA ESKWELA
2. CURRICULUM DEVELOPMENT
3. WORK EXPERIENCE PROGRAM
4. REMEDIATION AND ENRICHMENT CLASSES
5. YOUTH DEVELOPMENT PROGRAMS
6. COMMUNITY SERVICE
BRIGADA ESKWELA
BRIGADA ESKWELA
It is a program that engages all
education stakeholders to contribute their time,
effort and resources in ensuring that public
school facilities are set in time for the
forthcoming school opening. This is a school
maintenance program that has been
institutionalized since 2009 when DepEd issued
DepEd Order No. 100.
BRIGADA ESKWELA
To foster understanding among
all sectors of society that the education
of the Filipino people is the
responsibility of everyone.
CURRICULUM
DEVELOPMENT
The role of the community in
providing curriculum development is
by allowing the schools to use
community resources for learning.
COMMUNITY RESOURCES
• MUSEUM
• TOURIST ATTRACTIONS
• HISTORICAL LAND MARKS
• BUSINESS SECTOR
• ELDERLY
WORK EXPERIENCE
PROGRAMS
Business establishments and
offices in the community can serve as
a training ground for learners.
WORK EXPERIENCE
PROGRAMS
The school can fulfill what the
curriculum requires and may improve on its
curriculum based on community feedback,
while community establishment contributes to
the formation of graduates who are more
ready for life and more equipped for the world
of work.
REMEDIATION AND
ENRICHMENT CLASSES
The school takes initiative in
organizing remedial and enrichment classes in
order for the students to achieve the expected
competencies in core academic skills. Parents
and retired teachers may be involved in the
School Reading remediation and Learning
Enrichment Programs.
YOUTH DEVELOPMENT
PROGRAMS
Youth development programs seek
to improve the lives of children and
adolescents by meeting their basic physical,
developmental, and social needs and by
helping them to build the competencies
needed to become successful adults.
EXAMPLES OF YOUTH
DEVELOPMENT PROGRAMS
• Character development and ethical enrichment activities;
• Mentoring activities, including one-to-one relationship
building and tutoring;
• Sports, recreation, and other activities promoting
physical fitness and teamwork;
• Leadership training and community service;
• Services that promote health and healthy development
and behavior on the part of youth, including risk
avoidance programs;
• Cultural enrichment, including music, fine, and
performing arts.
COMMUNITY SERVICE
It is a Service volunteered by
individuals or an organization to benefit a
community or its institutions. It is
voluntary work intended to help people in
a particular area.
EXAMPLES OF COMMUNITY
SERVICE
• Participating in tutorial programs
• Community reforestation
• Clean up drive
• Assisting in the medical mission
• School band playing in fiesta parade,
etc.
EXAMPLES OF COMMUNITY
SERVICE
• Participating in tutorial programs
• Community reforestation
• Clean up drive
• Assisting in the medical mission
• School band playing in fiesta parade,
etc.
WHAT SCHOOL
CAN DO FOR
COMMUNITY
• The classroom is used by community
organizations for meetings
• Schools are used as a polling place and
venue for medical missions which it may co-
sponsor with Rural Health Unit
• Schools used as an evacuation center
• School facilities used for community
assemblies
• School basketball court used for local
celebrations and barangay sports league
• Schools conduct livelihood skills-training
programs for parents and out-of-school youths
by using school resources
• Livelihood skills-training for parents and out-of-
school-youths by teachers themselves
LEARNING EXPERIENCES
OF SCHOOL AND
COMMUNITY
PARTNERSHIP
Dumingaga Central School,
Dumingaga, Zamboanga del Sur
• STRONG COMMUNITY
PARTNERSHIPS
• KIDDIE COP CLASSES
STRONG COMMUNITY
PARTNERSHIPS
Strong school community
partnership - Feeding program was
maintained by community donors -
Mother Butler Mission Guild, barangay
councils, the office of the mayor, parents
who budgeted, cooked, and purchased.
KIDDIE COP CLASSES
"Kiddie Cop" classes - Cops lectures
on good manners and right conduct, drug
addiction, child abuse, child welfare. Municipal
Welfare and Development Office - Municipal
Health Office conducted special classes on
health and nutrition, rights of the child.
PEMBO ELEMENTARY
SCHOOL, MAKATI
• Pembo Angels Magic Spot (PAMS)
• Project Revitalized Enthusiasm for
Assistance to Children of Humanity
(REACH)
• Pera sa Panapon
Pembo Angels Magic Spot
(PAMS)
Pembo Angels Magic Spot (PAMS) were the
volunteer environmental steward-students of Pembo
Elementary School while magic spots were the small
dumpsites or empty lots in the barangay which were
converted by the students into vegetable gardens from
which members of the barangay could harvest for home
supply, the school for their feeding program or sold
them for cash for the purchase of seedlings and planting
of more vegetables.
Pembo Angels Magic Spot
(PAMS)
PAMS brought together students, teachers,
school heads, parents barangay officials, and other
members of the community to clean up some dumpsites
or empty lots and converted them into green areas with
vegetables shared by all. It also taught gardening skills
and a positive attitude toward work to students and
supplemented the feeding program for the underweight
and the malnourished in the school, Project BOWLS
(Brain Operates Well on Loaded Stomachs).
Project Revitalized Enthusiasm for
Assistance to Children of Humanity (REACH)
A program where each teacher adopted one
student and acted as his/her mentor for the entire
school year, The teacher gave free tutorial to the
adopted student ,during his/her free time, visit. The
student's family every now and in some instances gave
the student a daily allowance of ten pesos from the
teacher's own pocket.
PERA SA PANAPON
Pera sa Panapon is a weekly trash market
where students, their parents, and other members of
the community were invited to bring their recyclable
garbage. The project helped the school purchase the
necessary supplies and was able to support two
students to a 2010 math competition in Singapore.
SOCIOLOGICAL BASIS OF
SCHOOL-COMMUNITY
PARTNERSHIP CLASS
According to the functionalist
theory, the institutions must perform their
respective functions for the stability of
society. Other institutions must come in if
one institution fails to do its part for the
stake o society.
Legal Bases for Parents
and Community
Involvement
RA 9155, Governance of Basic
Education Act, Section E (10)
This republic act explicitly states that
one of the responsibilities of school heads is
"establishing school and community networks and
encouraging the active participation of teachers
organizations, non-academic personnel of public
schools, and parents-teachers-community
associations.”
RA 9155, Governance of Basic
Education Act, Section F (3)
This republic act explicitly states that
“local initiatives for improvement of schools and
learning centers and to provide the means by
which improvements may be achieved and
sustained.”
Batas Pambansa Blg. 232, otherwise known
as the Education Act of 1982, Section 7
Every educational institution shall provide for the
establishment of appropriate bodies through which the
members of the educational community may discuss relevant
issues and communicate information and suggestions for
assistance and support of the school and for the promotion of
their common interest. Representatives from each subgroup of
the educational community shall sit and participate in these
bodies, the rules and procedures of which must be approved
by them and duly published.
RA 8525 , Adopt-A-School
Program Act
This act provides for school-community
partnership. It allows "private entities to assist a public school,
whether elementary, secondary, or tertiary, in, but not limited
to, the following areas: staff and faculty development for
training and further education; construction of facilities;
upgrading of existing facilities, provision of books, publications
and other instructional materials; and modernization of
instructional technologies."
TAKE-AWAY LEARNING
Schools and community partnership
means school head, teachers, learners, parents of
learners and non-teaching personnel working
together with civic and religious leaders, alumni,
other parents,non government organizations,
government organizations for the welfare of the
individuals in the society particularly the aspiring
young learners.
• National Academies of Sciences,
Engineering, and Medicine. 2002.
Community Programs to Promote Youth
Development. Washington, DC: The
National Academies Press.
https://doi.org/10.17226/10022.
• Image Reference: Smart Pictures
• The Teacher and the Community,
REFERENCES
School Culture and Organizational Book
• https://www.studocu.com/ph/
document/cebu-technological-
university/bachelor-of-secondary-
education-major-in-english/lesson-6-
the-why-and-how-of-school-and-
community-partnership/13675389
Thank You!
PREPARED BY:
MARY ERIAN ROJO
WHAT IS CLIMATE CHANGE? Climate change is a long-term change in the average weather patterns that
have come to define Earth's local, regional and global climates.
SOLUTIONS FOR CLIMATE CHANGE
• Reduction of emissions; and greenhouse
• The worldwide dissemination of education on the importance of going gr
WHAT IS POLLUTION? Pollution is the introduction of harmful materials into the environment. These
harmful materials are called pollutants.
3 MAIN TYPES OF POLLUTION
• AIR POLLUTION
• LAND POLLUTION
• WATER POLLUTION
• Air pollution is caused by solid and liquid particles and certain gases suspended in the air.
• Land Pollution refers to the deterioration or destruction of the earth's land surfaces. Land pollution
occurs when trash, compost, and other toxins are dumped on the land, contaminating or polluting it.
• Water pollution is the substances that make the water is presenting contamination of water sources by
unsafe for drinking, cooking, cleaning, swimming, and other activities.
SOLUTIONS FOR POLLUTION
• Encourage people to use public transportation
• Consume and Save Energy
• Reduction in the burning of fossil fuels
• Reduce, Recycle and Reuse
• Promote effective water consumption
• Proper disposal of chemical waste
SOLUTIONS FOR VIOLENCE

• Create laws and enforce existing laws that protect individuals from discrimination and violence,
including rape, beatings, verbal abuse, torture, and trafficking
• Educate community members on their responsibilities under international and national human
rights laws.
• Governments and health organizations develop new methods of providing integrated health, social
and justice services to victims of violence.
• Education and training programs for public health professionals, health promoters and community
developers include a thorough understanding of violence and effective community building
strategies that address violence.
WHAT IS SECURITY AND WELL BEING?
• Security and safety challenges rank among the most pressing issues of modern times. Challenges such as
cyber-crime, terrorism, and environmental disasters impact millions of lives across the globe. In the
current, interconnected world, security challenges are becoming increasingly complex.
• The U.N or the united nations is a perfect example of what should be done to prevent the lack of
security and well-being as 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.
SOLUTIONS FOR SECURITY AND WELL-BEING

• Working to prevent conflict
• Helping parties in conflict make peace
• Deploying peacekeepers
• Creating the conditions to allow peace to hold and flourish
WHAT IS LACK OF EDUCATION?
• A lack of education can be defined as a state where people have a below-average level of common knowledge about
basic things that they would urgently need in their daily life. For instance, this could include basic knowledge in math,
writing, spelling, etc.
• More than 72 million children throughout the globe that are of the age to be in primary education were not able to
enroll in school. This problem is mainly attributed or caused by inequality, marginalization as well as poverty.
• Based on the 2013 Functional Literacy, Education and Mass Media Survey (FLEMSS), the country registered a 90.3%
rate, which means that nine out of every 10 Filipinos aged 10-64 were functionally literate.
SOLUTION FOR LACK OF EDUCATION

• Better educational infrastructure
• Financial support for poor families
• Raise awareness on the importance of education for children from difficult
• Support conditions family
• Improve quality of teachers learning/teaching resources
WHAT IS UNEMPLOYMENT?
• Unemployment is a state of not having a job. It refers to a situation when a person who is actively
searching for employment is unable to find work.
• Without the necessary education and skills for employment, many people, particularly 15 to 24
years old, struggle to find jobs and create a proper living for themselves and their families. This
leads to a lack of necessary resources, such as enough food, clothing, transportation, and proper
living conditions.
• According to the Philippine Statistics Authority (PSA) the Unemployment Rate in December 2021 is
estimated at 6.6 Percent.
SOLUTIONS FOR UNEMPLOYMENT

• Provide Better education addiction and
• Programs against drug homelessness
• Provide more job opportunities
• Government must provide retraining programs or training programs for the unemployed so that
they can improve their skills or gain new skills necessary to ensure their employment.
• Provide Employment Subsidies
WHAT IS CORRUPTION?
• Corruption is dishonesty and illegal behaviour by people in positions of authority or power. It
includes graft, bribery, embezzlement, backdoor deals, nepotism and patronage.
• Corruption is a major cause of poverty considering how it affects the poor the most, eroding
political and economic development, democracy and more. Corruption can be detrimental to the
safety and well being of citizens living within the corrupted vicinity, and can cause an increase in
violence and physical threats without as much regulation in the government.
• According to the 2021 Transparency International. The Corruption Perceptions Index reported by
Philippines ranked 117th out of 180 countries in Transparency International's corruption index.
SOLUTIONS FOR CORRUPTION

• Expose corrupt activities and risks that may otherwise remain hidden
• Reform public administration and finance management
• Keep the public sector honest, transparent and accountable
• Help stop dishonest practices
• Ensure that public sector employees act in the public interest
WHAT'S MALNOURISHMENT AND HUNGER?
• Malnutrition, in all its forms, includes under nutrition, inadequate vitamins or minerals, overweight, obesity, and resulting diet-related non-
communicable diseases. World hunger refers to pockets of the human population who regularly do not get enough food to eat.
• Every country in the world is affected by one or more forms of malnutrition and hunger. Combating malnutrition in all its forms and hunger are one of
the greatest global health challenges. Women, infants, children, and adolescents are at particular risk of malnutrition and hunger.
• According to the data and survey, currently, there are 795 million people who do not have enough to eat. Long-term success in ending world hunger
starts with ending poverty.
WHAT IS SUBSTANCE ABUSE?

• According to the World Health Organization (WHO) Substance abuse is the harmful or hazardous use of psychoactive substances, including alcohol
and illicit drugs.
• The United Nations reports that, by the beginning of the 21st century, an estimated 185 million people over the age of 15 were consuming drugs
globally. The drugs most commonly used are marijuana, cocaine, alcohol, classes of people both poor and rich, partake in substance developing world,
marginalized groups and communities are the most vulnerable to this reality. The Philippines faces this huge problem on substance abuse
SOLUTIONS FOR SUBSTANCE ABUSE

• Understand how substance abuse develops
• Avoid Temptation and Peer Pressure
• Seek help for mental illness
• Examine the risk factors
• Keep a well-balanced life
WHAT IS TERRORISM?
Terrorism is an intentional form of violence that involves targeted attacks that are designed to
intentionally scare, purpose. intimidate, to 'terrorize for a political
SOLUTIONS FOR TERRORISM

• Established a strong coordination and cooperation within national governments and between
states and organizations at the regional and international level, and
• Making national security a higher priority as well as promoting justice in wrongdoings to illustrate
the enforcement of the law and the serious punishments for terror crimes
The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by all
United Nations Member States in 2015 as a universal to action to end poverty, protect the planet and
ensure that all people enjoy peace and prosperity by 2030.
• According to the UN Secretary-General, Ban Ki-moon,: "The seventeen Sustainable Development
Goals are our shared vision of humanity and a social contract between the world's leaders and the
people. They are to-do list for the people and planet and a blueprint for success."
Global Issues, SDGs 2015-2030 and Education
The realization of the 17 SDGs means solving the top global issues cited. These global issues and SDGs 2015-2030 must be intentionally
taught in schools because they are made part of the curriculum.
17 SUSTAINABLE DEVELOPMENT GOALS GOAL

GOAL 1. : NO Poverty
GOAL 2: Zero Hunger
GOAL 3: Good Health and Wellbeing
GOAL 4: Quality Education
GOAL 5: Gender Equality
GOAL 6: Clean Water and Sanitation
GOAL 7: Affordable and Clean Energy
GOAL 8: Decent Work and Economic
GOAL 9: Industry, Innovation
GOAL 10: Reduced Inequity
GOAL 11: Sintainable Cities and Communities
GOAL 12: Responsible Consumation and Poduction
GOAL 13: Climate Action
GOAL 14: Life Below Water
GOAL 15: Life by Land
GOAL 16: Peace and Justin Strong Institutions
GOAL 17 Partnerships to achieve the Coal

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 explain the six philosophical

In a Grade 3 Science class:

What classroom scenario is/are

 Traditional approach in teaching

 Teacher deposits facts in which the

Problems of Banking System:

 The students do not see the connection

 Mile wide inch deep kind of learning

Empiricism- knowledge of the world is based

Acquire knowledge about the world through

Questioned the long traditional view that knowledge

Child was born as Tabula Rasa “Blank Slate”

Negated “divine rights of the kings”

“Survival of the fittest”

To survive in a complex society, Spencer

Education is a social process and so school is

The learner has a genuine situation of

Within this experience the learner has a genuine

The learner possesses the information or does

The learner develops possible and tentative

The learner tests the solutions by applying them

Schools and teachers should be agents of change of

Reiterated that everyone should aim for change for

Schools should provide duality education and equal

The best teaching method is problem solving

Materials progress of human kind is very evident

Indeed with science and technology, we have

We have multiplied our possessions but reduced our

• Lag between Material Progress and ethical Values

It is a philosophy that emphasizes the reformation of

If schools reflect the dominant social values… then

 For the social reconstructionist, education is

 Committed to equality or equity in both society

They also emphasize the interdependent world.

Education is not a privilege of the few but a right

Explored the banking system in his book “The

3. What is the relevance of the six philosophical

Philosopher Philosophical Thoughts on Education

 Education is not acquisition of knowledge

 To survive in a complex society, Spencer

Philosopher Philosophical Thoughts on Education

 Dewey does not disregard the accumulated

Philosopher Philosophical Thoughts on Education

 Schools and teachers should be agents of

 Social reconstructionist critically examine

Philosopher Philosophical Thoughts on Education

 Employ critical pedagogy and dialogue in

“When a school introduces and trains each child of society into

Answer the following questions:

 School is an institution created by society

Roles and Function of Schools in Society

Important agent of socialization

 Family- basic unit of society; ensures continuity of society through procreation

 School- it is an institution charged by society to impart specific knowledge and skills

 State the relationship of society and schools

To cultivate Arabic numerals

To develop Establishing the

 In primitive societies- survival against natural forces was the need.

Education was informal, unstructured and

This education is basically prepared their

Education was formal and organized. It was

This law gave Filipinos a complete system of