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    Assessment 1: On Philosophical Thoughts On Education

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    Rodmar Casabuena Remillo
    The document provides instructions for students taking an assessment in the subject "PEC 321 The School and the Community, School Culture, and Organizational Leadership." It outlines 6 rules for completing the assessment: 1) Read questions carefully, 2) Do not edit formatting, 3) Pass all assessments on time, 4) Take online and oral exams on schedule, 5) Submit only through the official classroom account, 6) Try to answer comprehensively using your own words and citing references to avoid plagiarism. The assessment then provides questions about philosophical views on education, asking students to explain views of various philosophers in sentences and summarize them in a table. It also includes journal questions about lessons learned from the chapter and a question about whether

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    Assessment 1: On Philosophical Thoughts On Education

    Uploaded by

    Rodmar Casabuena Remillo
    79 views4 pages
    The document provides instructions for students taking an assessment in the subject "PEC 321 The School and the Community, School Culture, and Organizational Leadership." It outlines 6 rules for completing the assessment: 1) Read questions carefully, 2) Do not edit formatting, 3) Pass all assessments on time, 4) Take online and oral exams on schedule, 5) Submit only through the official classroom account, 6) Try to answer comprehensively using your own words and citing references to avoid plagiarism. The assessment then provides questions about philosophical views on education, asking students to explain views of various philosophers in sentences and summarize them in a table. It also includes journal questions about lessons learned from the chapter and a question about whether

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    Assessment

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    CHAPTER ASSESSMENT 1

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    The document provides instructions for students taking an assessment in the subject "PEC 321 The School and the Community, School Culture, and Organizational Leadership." It outlines 6 rules for completing the assessment: 1) Read questions carefully, 2) Do not edit formatting, 3) Pass all assessments on time, 4) Take online and oral exams on schedule, 5) Submit only through the official classroom account, 6) Try to answer comprehensively using your own words and citing references to avoid plagiarism. The assessment then provides questions about philosophical views on education, asking students to explain views of various philosophers in sentences and summarize them in a table. It also includes journal questions about lessons learned from the chapter and a question about whether

    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    79 views4 pages

    Assessment 1: On Philosophical Thoughts On Education

    Uploaded by

    Rodmar Casabuena Remillo
    The document provides instructions for students taking an assessment in the subject "PEC 321 The School and the Community, School Culture, and Organizational Leadership." It outlines 6 rules for completing the assessment: 1) Read questions carefully, 2) Do not edit formatting, 3) Pass all assessments on time, 4) Take online and oral exams on schedule, 5) Submit only through the official classroom account, 6) Try to answer comprehensively using your own words and citing references to avoid plagiarism. The assessment then provides questions about philosophical views on education, asking students to explain views of various philosophers in sentences and summarize them in a table. It also includes journal questions about lessons learned from the chapter and a question about whether

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    of 4

    Dear Marians,

    Please follow the instructions below in answering the assessment tasks in our subject, PEC
    321 The School and the Community, School Culture, and Organizational Leadership.

    1. Read and understand the questions carefully.


    2. You are not allowed to edit the font size, font style, and format of each chapter assessment.
    You may adjust the sizes of tables for long answers.
    3. Pass all Chapter Assessments 1-12 and other requirements on time. Late submission will not
    be recorded.
    4. All students enrolled in this subject are required to take the online and oral examinations on
    time or as scheduled.
    5. You are only allowed to submit subject requirements in our GClassroom using your official
    GSuite Account.
    6. Please try to answer comprehensively the questions in all assessment tasks using your own
    words. If you need to research for answers, include your references and also try to rephrase
    them to refrain from plagiarizing the idea of others.

    Please be guided accordingly.

    Sincerely,
    Ms. Cabangon

    ASSESSMENT 1: ON PHILOSOPHICAL THOUGHTS ON EDUCATION

    Check for Understanding

    1. Explain in five sentences why each education philosopher was associated with these given
    words:
    a. John Locke – the empiricist

    Knowledge comes from experience, to put it simply. Empiricism is a major school of thought in
    epistemology, and this is their point of view. It may be easier to recall what empirical means because
    it begins with the same letter as experimental, a method that emphasizes experimentation and
    experience. Thus, in his opinion, the only way to reach a decision and know the truth about
    something is to truly experience the universe through our senses.

    b. Spencer – the utilitarianist


    Utilitarianism is a type of consequentialism that holds that the behaviors that result in the
    greatest overall good are the ones that are right. The principles of ethical living are based on the
    evolutionary changes of organic development, according to Herbert Spencer’s evolutionary utilitarian
    ethics. The belief that the utility of an action in giving the maximum enjoyment to all individuals
    impacted by it determines whether it is right or incorrect. Utilitarianism is a type of consequentialism
    that holds that the right behaviors are those that result in the greatest overall good. Spencer believed
    that societies (like creatures) should start out simple and grow to a more sophisticated state.

    c. John Dewey – experience


    Traditional education, according to Dewey's perspective, was too preoccupied with conveying 
    predetermined knowledge and not enough concerned with students' actual learning experiences. He 
    emphasizes on a design that is based on a theory of experience for education. He
    believes that knowing how humans have the experiences they have, and how this understanding is cr
    ucial for planning effective education, is more important than traditional or progressive education.
    Dewey maintained that education should place a greater emphasis on the quality of the experience ra
    ther than the material delivered.According to him, a quality experience must have continuity with previ
    ous and future experiences, as well as interaction between the student's individual views and the lear
    ning environment.

    d. George Counts – Building a new social order

    George Counts considered the school to be a political, economic, artistic, religious, and ethical
    agency. If the school is involved, it has the option of reflecting or changing society’s knowledge,
    ideas, and values. In order to be socially reconstructive, the school has to assist in problem solving.
    According to Counts, rather than the school leading change, the forces that transform the rest of the
    social order drive it. Teachers should be scrutinizing education. Without effort, struggle, and sacrifice,
    schools cannot be improved.

    e. Theodore Brameld – the Social reconstructionist

    Brameld believed that schools should be a catalyst for social and political transformation. He
    believed that a public education system informed by behavioral science results may lead to major
    changes in society’s social and economic structure. Brameld thought that by using education to
    create a new social order, he could fulfill society’s essential principles while also harmonizing with the
    modern world’s underlying social and economic dynamics. Social and cultural forces would have an
    impact on the chIld, the school, and education

    2. Make a table summary of the philosophies of education. Adjust the table for your answer.
    PHILOSOPHER PHILOSOPHY ON AIM/S AND CLASSROOM/SCHOOL
    METHOD/S OF EDUCATION APPLICATION
    John Locke  Fieldtrips
    Experience can be used to gain  Physical Exercising
    knowledge  Other experimental
    activities
    Herbert Spencer  Students learning
    The concept of “survival of the through debate and
    fittest” was boosted. Education social emotional learning
    isn’t simply about gaining experience
    knowledge, it also about taking
    action

    John Dewey Individual participation in social  Make a class project out


    events and interactions with of volunteering
    their fellow humans is what  Request frequent
    constitutes education. feedback
     Reflect on what they
    learned
     Encourage students to
    develop a personal
    interest in topics
    George Counts To improve social order by  Putting on programs and
    explicitly teaching about power seminars to promote
    and justice awareness

    Theodore Brameld The goal of education is to  Activities solving real life


    promote social reform problems
     Doing plan to solve
    problems
    Paulo Freire Its aim is to liberate people. He  Students forming a club
    proposed problem-posing with marginalizing people
    schooling to attain this goal a voice
     Exams that focusing on
    critical thinking abilities

    3. Answer this journal. Adjust the table for your answer.


    Two Things I Learned from this Chapter My Thoughts or Reaction/s

    Know who you are as a Person It is critical in life to know who you are as a
    person, what you believe in, and what you think
    to be true. These values are significant because
    they influence what you do in life as well as how
    you act and react in various situations. This
    principle is no less important or valuable in the
    teaching profession.

    Schools and the community are one entity,


    The Importance of School and Community and that community collaborations are critical to
    Relationship
    assisting children in reaching their full potential.
    Collaboration between the community and
    schools enhances and promotes the values,
    culture, and learning opportunities that schools
    may provide for their pupils.

    4. The modern explosion of knowledge has led to an age of specialization with this concomitant
    quip:
    A specialist knows more and more about less and less.
    An expert knows more and more about less and less
    Until he or she knows everything about nothing.
    A related joke cleverly twists this saying:

    A generalist knows less and less about more and more


    Until he or she knows nothing about everything.

    Should schools produce generalists or specialists? Defend your answer in eight (8) sentences.

    To begin with, information is power in today’s society, and having a broad understanding of a
    variety of topics can be really beneficial. The globe is extremely interconnected, with people from all
    walks of life collaborating to solve complicated problems. A generalist can see deeper into the
    interconnections and identify answers that a specialist would not be able to find. All of a company’s
    various departments communicate with one another. A generalist can assist in seeing the wider
    picture and developing ideas and solutions that benefit the entire company. Transferable abilities are
    becoming increasingly vital in a fast-changing industry. Generalists are more likely to have
    transferable talents. But this isn’t only crucial for the company; it’s also critical for its employees, as
    transferable abilities are useful in a variety of settings.

    5. “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 in five (5) sentences.

    The concept of ‘learning by doing’ was central to Dewey’s definition of education. His work was
    based on the ‘cognitivist’ learning movement. He believed in students interacting with their
    surroundings and relying on their previous experiences. Yes, if you can bring the outside world into
    the classroom and use the students’ own experiences, you are attempting to implement one of
    Dewey’s concepts. The student’s’reflection’ on the experience also aids learning. As a result, pupils
    are able to participate actively in the learning process.

    6. Is free tertiary education really pro-poor in the sense that it is the poor who are indeed
    benefited? Justify your answer in five (5) sentences.

    Knowledge is an undervalued resource that has the potential to raise people out of poverty. You have
    the potential to make money if it is a knowledgeable expertise. Free higher education is extremely
    beneficial to the poor. Without having to pay for studies that may have to be paid throughout one’s
    life, money can be used to better one’s life. It makes no difference whether you are wealthy or not.

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