PED 1 - FOUNDATION OF THE TEACHING LEARNING PROCESS – THE

TEACHER, SCHOOL CULTURE, AND ORGANIZATION

Philosophical Foundations of Education

• The word philosophy comes from a combination of two Greek words- “philos” meaning “love” and
“sophi” meaning “wisdom.
• Philosophy in a general sense is conceived a person’s “sum of his fundamental beliefs and
convictions”.
• Philosophy is the study or creation of theories about basic things such as the nature of
existence, knowledge, thought, or about how people should live.

BRANCHES OF DEFINITION SUB – BRANCH CURRICULAR

PHILOSOPHY IMPLICATIONS
Metaphysics
SUB – BRANCH
The study of questions Epistemology -The study Curriculum must go
concerning the nature of of the nature of beyond its content;
reality or existence. knowledge and how must consider what
these are attained and the students can
evaluated become.
Social/Political Philosophy -
the study of the value
judgments operative in civil
society
ASPECTS
Cosmology consists in the
study of theories about the
origin,
nature, and development of
the universe as an orderly
system.
Theology is that part of
religious theory
that deals with conceptions
of and about God.
Anthropology deals with the
study of human beings
Ontology is the study of the
nature of

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 existence, or what it means
for anything to exist.
Epistemology
INFLUENTIAL SOURCE OF KNOWLEDGE
concerned with the nature Empirical knowledge Curriculum should
and scope of knowledge appears revolve around the
and is also referred to as to be built into the very issues on teaching-
“theory of knowledge”. nature of human learning process.
experience.
Revealed knowledge has
been of prime importance in
the field of religion.
It differs from all other
sources of knowledge
because it presupposes a
transcendent supernatural
reality
that breaks into the natural
order.
Authoritative knowledge is
accepted as
true because it comes from
experts or has been
sanctified over time as
tradition.
Rationalist knowledge the
view that reasoning,
thought, or logic
is the central factor in
knowledge is known
Intuitive knowledge direct
apprehension of knowledge
that is not derived from
conscious reasoning or
immediate sense
perception.
Axiology
SUB – BRANCH
The study of the question Ethics is the study of moral Development of a
of value. values sense of right and
and conduct. wrong.

Projecting a system of
values, proposes
educational aims
under the form of

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 axiological objectives
and ideals.
Comprises both
general human or
universal and specific
values for a
determined
community, thereby
giving it its personality.
Aesthetics is a realm of performance of values
value that searches for the requires knowledge
principles and experience, which
governing the creation and means the
appreciation of beauty and involvement in this
art process of education
on its two interrelated
planes
horizon of the
manifestation of
human creativity,
education has
among its fundamental
functions that of
cultivating the creative
power of the individual
and the human
community.
Logic focus on logical and The goal of all
accurate thought patterns curricula must be the
development of the
ability of students to
think logically.

Philosophy: Philosophy is a critical examination of reality characterized by rational inquiry

that aims at the Truth for the sake of attaining wisdom.
• Metaphysics: Study about the Reality.
• Epistemology: Study about the Knowledge.
• Axiology: Study about Value.
• Cosmology: Study about origin, nature & development of Universe.
• Theology: Deals with religion or God.
• Anthropology: Study about human being.
• Ontology: study of the nature of existence.
• Empiricism: A theory which states that knowledge comes only or primarily from
sensory experience
• Intuition: Ability to understand something instinctively, without the need for conscious
reasoning.

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 • Ethics: Moral principles that govern a person’s behavior or the conducting of an
activity.
• Aesthetics: Set of principles concerned with the nature and appreciation of beauty.

The main branches of Philosophy are:

1. Axiology: Study of the nature of value and valuation

• Also referred to as the theory of value, Axiology explores the nature of value and its
metaphysical aspects.
• Value Theory is often interchangeably used as Axiology and this branch of Philosophy peruses
upon the value of goodness.
• To put it simply, Axiology looks at the concept of value in terms of its philosophical terms and
argues questions about nature and what is valued.

2. Metaphysics: Study of the fundamental nature of reality

• Metaphysics has been a primary area of philosophical debate. It is mainly concerned with
explaining the nature of being and the world.
• Traditionally, it has two different study areas, including Cosmology and Ontology.
• Cosmology is focused on understanding the origin, evolution, and the eventual fate of the
universe, which include laws that keep it in perfect order. On the other hand,
• Ontology investigates various types of things that exist and their relationship with each other.
• Much before the discovery of modern science, all the science-related questions were asked as
a part of Metaphysics.

3. Epistemology: Study of the nature, origin, and limits of human knowledge

• Another major component of Philosophy is Epistemology.

• Going back into history, this term originated from the Greek word episteme which literally
means knowledge, and the other half of the word ‘logy means ‘the study of’. Basically, it is
about the study of knowledge.
• What can we know? A fundamental question concerning Epistemology is, what is knowledge?
It also asks questions like; can knowledge ever be absolute? Is there a limit for humans to
know certain things? If we are living in a world of simulation, how can we know it? These are
some of the essential questions Epistemology seeks answers for.

4. Ethics: Study of what is right and wrong in human behaviour

• Everyone in their day to day life tries to conduct themselves according to some established
ethical norms.
• This philosophical concept has different applications in a person’s real life. For instance, there
are certain organizations that have ethical committees which lay down rules of behaviour for
its employees.
• Ethics is concerned with the definition of right and wrong.

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 • It elucidates schools of thought that instruct us how to act in a given situation, which has
always been a matter of contention between philosophers.
• Every philosopher has defined it according to their own subjective understanding.

5. Aesthetics: Study of beauty and taste

• Every person defines beauty as per his or her own perspectives.

• This philosophical subject is wholly devoted to defining the different aspects of beauty, even its
contours.
• How do we find something beautiful? Is beauty always subjective or can it be objective too?
Can everyone find a thing beautiful? It also examines individual taste and attempts to provide
answers about these things in a scientific manner. Aesthetic Philosophy’s primary topic of
investigation is beauty and art.
• It is often debated inside its classrooms. It also talks about performing arts like music.

6. Logic Philosophy: Study of the nature and types of logic

• We use this word in our commonplace conversations, so we are all aptly familiar with it.
• People constantly ask each other, “where is the logic behind this or that?”.
• People even acknowledge a good thought or act by calling it logically correct.
• Hence, the question arises, what does Science of logic has to do with Philosophy?
• In logic, we usually construct two sentences which are called premises, and they are used
to make a conclusion. This sort of logic is called a syllogism, pioneered by Aristotle.

7. Political Philosophy: Study of government, addressing questions about the nature, scope, and
legitimacy of public agents and institutions

• The nature of philosophy can be said to be purely scientific as it incorporates curious

discovery of human reality and integrates with other sciences like
Psychology, Sociology, Physics, Political Science, amongst others to understand
various philosophical questions.

PHILOSOPHY FOCUS PROPONENT DOCUMENTS TEACHINGS

CHINESE PHILOSOPHY
Confucianism humanistic values Kung Fu Tzu Analects 1. Life is a gift that must
like familial and (Confucius) The Golden be treasured
social Rule 2. Golden rule: do not do
harmony, Meritocracy unto others what you
o xiào filial piety would not like others to
o Rén do unto you
"benevolence" or 3. Government: sufficient
"humaneness") food, weapons, and
o Lǐ which is a confidence of people
system of ritual

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 norms that 4. Five constant values for
determines how a leaders: benevolence,
person should act righteousness,
to be in harmony propriety, wisdom,
with the law of sincerity
Heaven. 5. Five constant values for
citizens: attitude,
procedure, knowledge,
moral courage, and
persistence

Taoism individuality, Lao Tzu; Chuang Tzu Tao Te Ching 1. Tao - path of the
pluralism, and universe; path to
diversity; return to perfection and harmony
infancy 2. Yin & Yang
3. Three Jewels:
compassion,
moderation, and
humility
4. Five main organs
correspond to the five
parts of the sky: water,
fire, wood, metal and
earth
5. Wu Wei - let things
come naturally

Mohism (Mo di/ ethical and political Mozi (Socrates of the Mohist two major
Mozi) theories East) doctrines:
Mohism is best 1. Illuminating the
known for the idea nature of ghosts.
of "impartial care" 2. The will of Heaven.
3. Anti-fatalism.
4. According with one’s
superiors.
impartial meritocracy in
government which should
be based on talent, not
blood relations.
Legalism Legalism (pinyin: Khan Chung and 1. Book of Lord Shang:
Fǎjiā; school of Shang Yang laws are designed to
"methods" or Shen Buhai maintain the stability of
"standards" Han Fei (Shen Buhai’s the stated from people
was a philosophical Successor) who are innately selfish
tradition which and ignorant
focused on laws, 2. No such thing as
realpolitik, and objective
goodness/virtue

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 bureaucratic 3. Obedience the is of
management. paramount importance

INDIAN PHILOSOPHY
Hinduism divinity of the soul; Mahatma Ghandi 1. Vedas 1. Brahman (oneness of
control desire (hymns, Brahma, Vishnu, Shiva)
chants, 2. Reincarnation; Karma;
treaties of the 3. Moksha (rebirth to
Aryans) spiritual perfection)
2. Upanishads 4. Bhagavad-Gita: Gita -
(secret whole world of nature;
readings) Bhagavad - union of
3. Epics one’s soul with Gita;
(Ramayana; 5. Yoga (Patanjali) - state of
Mahabharata) mental and physical
exercise designed to free
the sould from reliance
on the body to reach
union of Atman and
Brahman
6. Dharma - obligation,
motivation, purpose of
human action
7. Ahinsa - non-violence in
words, thought and
deeds; love and service
towards others

Buddhism 1. Freedom from 1. Siddharta Gotama 1. Samsara - endless stream

suffering (Gautama) aka 2. FOUR NOBLE TRUTHS:
(Dukkah); “Buddha”; 1.Life is pain and
2. achieve 2. Dalai Lama (Tenzin suffering (dukha)
enlightenment Gyatzu) 2.The cause of pain is
and Nirvana self- craving
(state of 3.The cause of pain can
completeness & be eliminated
peace; freedom 4.The way to end
from worldly suffering is by 8FOLD
desires) PATH
3. Eight fold path
Right Faith
Right Resolve
Right Speech
Right Action
Right Living

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 Right Effort
Right Thought
Right Connection
Jainism path to Vardhamana/Mahavira 1. Jiva - every living thing
enlightenment is (tirthankara or a consist of an eternal soul
through Ahimsa teacher of the 2. Jinas - persons who
dharma) attained enlightenment
3. Karma
4. Dharma
5. Reincarnation

Charvaka 1. Materialism; Bṛhaspati 1. Chaari - sweet; Vaka –

(Carvaka)/Lokayata 2. Hedonism; speaking
3. Philosophy of 2. Only material world
the people exists
3. Ritual is livelihood
4. Pleasure and pain
5. Hell is mundane
6. Intelligence resides int
the body

MIDDLE EAST PHILOSOPHY

Islam Submission to Allah Mohammad Five Pillars of Islam:
1. Shahada (confession of
faith)
2. Salat (prayer)
3. Zakat (alms giving)
4. Ramadan (fasting)
5. Haji (pilgrimage)

JAPANESE PHILOSOPHY
Zen Buddhism Harmony, purity in 1. Koan - anecdote/riddle
all spheres of life used as tool to invoke
insights that does not
depend on reasoning,
ideas, and words
2. Practice what you
preach; practice what
one learns

Shintoism 1. Kami – spirits

2. Respect and care for
environment
3. Physical dimension of
men

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Eastern philosophy or Asian philosophy includes the various philosophies that originated in East
and South Asia, including Chinese philosophy, Japanese philosophy, Korean philosophy, and
Vietnamese philosophy; all of these are dominant in East Asia and Vietnam, and Indian philosophy
(including Hindu philosophy, Jain philosophy, Buddhist philosophy), which are dominant in South
Asia, Southeast Asia, Tibet, and Mongolia

Some of the most common philosophies of Education

Philosophy Description
Idealism Mind and spirit
Realism Teach and see (tangible)
Pragmatism Practical use; learning by doing; skill
Essentialism Body of knowledge; content focus
Perennialism Forever, unchanging
Existentialism Freedom and choice
Social Changing the society
Reconstructionism
Progressivism Child-centered
Hedonism Pleasure
Utilitarianism Betterment of others; common good
Rationalism Logical and critical thinking
Behaviorism Behavior learned from environment

Historical Foundations of Education

Historical Foundations of Education

PERIOD EDUCATION
ANCIENT PERIOD
AIM: survival, security, preservation of tradition
Primitive Era Education for Conformity STUDENTS: children
METHOD: informal, vocational, practical

CURRICULUM: hunting, fishing, songs, poems,

dances
AGENTS: parents, tribal leaders, religious leaders
INFLUENCE ON EDUCATION: transmission of
skills
Culture was passed on and preserved

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 SUMERIAN AIM: training of scribes, bookkeepers, teachers
STUDENTS: children
METHOD: imitation, copying, tablet preparation
CURRICULUM: 3Rs, Astronomy, Architecture, agri
& hydraulics, Art, Vocational training, law
AGENTS: Home, school, temple/apprentice school
INFLUENCE ON EDUCATION: cuneiform writing
Education for Social Stability Oriental Education
CHINESE – CONFUCIAN Goal:
To preserve and perpetuate
ancestral tradition

INDIAN SYSTEM Goal:

To preserve the tradition of the
Hindu Caste System
Law of Dharma and Karma:
EGYPTIAN Goal:
To preserve religious tradition

Age of Pyramids
Tomb of the Egyptian Pharaoh
Afterlife
Mummification
Sarcophagus
Walls of the pyramids
Education for the Development of the Individual/ Goal: To develop the best citizen that is a soldier
Spartan and Athenian/ Contents:
Greek Education Military Training
Art of Warfare
Achievement/Contribution:
1. Military Training
2. Patriotism and Discipline
Athenian Education
Goal: Perfection of the mind and body
Content:
Liberal Education
(Music, Arts, Literature)
Achievement/Contribution:
1. Development of all human capacities
2. Olympic Games

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 Anthropological

Anthropology is the study of humanity in the past and present, including culture, human biology and
linguistics.

1. Biological anthropology
Biological anthropology includes three main areas of study: the biology of humans, primatology and
paleoanthropology. Human biologists and primatologists study the biological characteristics of humans and
other closely related species, including living primates, such as monkeys and apes.

Paleoanthropologists study fossilized remains of human ancestors and collaborate with other
anthropologists and social scientists, including geologists and paleozoologists. The goal of biological
anthropology is to find answers about human evolution by researching evolution mechanisms and genetics
and how environmental stressors over time cause human variation and adaptations.

2. Cultural anthropology
Cultural anthropology studies human culture by researching behaviors, beliefs and traditions of societies
around the world, including:

• Social groups
• Political organizations
• Concepts of marriage and relationships
• Religious beliefs
• Economic and living patterns
Also called sociocultural anthropology, this branch focuses on present-day societal behaviors. They do this
by looking at a variety of cultures, from small, isolated groups of people like Pacific Islanders to large
modern groups of people like residents of Southern California.

The goal of cultural anthropology is to learn about the similarities and differences between societies to
understand human diversity. Professionals may focus their research on determining how the current global
patterns of poverty, disease and overpopulation may impact the longevity of existing traditions, or they may
use their expertise to document emergent socio-cultural trends.

3. Linguistic anthropology
Linguistic anthropology studies human communication, including:

Change in languages
Socio-cultural influences on verbal and written language
Nonverbal communication
Speech physiology/phonetics
Language differences across cultures
Linguists can conduct research by learning a language from native speakers or reviewing cultural
documents and artifacts to learn about its evolution. They learn about different sounds and their meanings,
sentence construction rules and differing dialects based on the region or social situation. Linguistic

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anthropology is important because it allows people to understand how language shapes communication
and the role it has in social identity and the formation of beliefs and ideologies.

4. Archaeology
Archaeology is the study of human cultures of the past. Archaeologists research the history of different
societies and cultural practices by excavating sites of ancient civilizations. They look for artifacts left behind
by earlier people, then date and analyze evidence to help reconstruct everyday life during a particular time
period by a specific group of people. This allows people to understand the evolution of human behavior and
culture. The archaeology branch includes multiple specialty fields, such as:

• Classical: Focuses on the Middle East and the Mediterranean

• Historical: Recovers the past of more modern societies
• Prehistoric: Focuses on pre-literature societies
• Underwater: Excavates shipwrecks and ancient cities engulfed by water
• Zoo-archaeologists: Studies animal remains found during archaeological digs

The Importance of Studying History of Education

1. Educational issues and problems are often rooted in the past; the study of educational
history of our past; the study of educational history can help us to understand to solve
today’s problems.
2. Realistic effort to reform education begins with present conditions which are a product of our
past; by using our past; we can shape the future.
3. The study of education’s past provides a perspective that explains illuminates our present
activities as teachers.

Historical

KEY PERIODS IN EDUCATIONAL HISTORY 1000 BC TO A.D.1600

HISTORICAL INFLUENCES IN
EDUCATIONAL
GROUP OR CURRICULUM AGENTS WESTERN
GOALS
PERIOD EDUCATION
Primitive To teach group Practical skills of Parents, tribal, Emphasis on the
Societies survival skills; to hunting, fishing, elders and priests role of informal
7000 BC to cultivate group food gathering, education in
5000BC cohesiveness stories, myths, transmission of
songs, poems, skills and values
dances
Greek To cultivate civic Athenian: Athens: private Athens: The
1600 BC – 300 responsibility and reading, teachers and concept of the
BC identity with city- writing, schools; well-
state; arithmetic, Sophists; rounded, liberally
Athenian: to drama, music, philosophers educated person

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 develop well- physical Sparta: military Spartan: The
rounded person education, teachers, drill concept of the
Spartan: to literature, poetry sergeants military state
develop soldiers Spartan: drill,
and military military songs
leaders and
tactics
Roman To develop sense Reading, writing, Private schools Emphasis on
750 BC – AD 450 of civic arithmetic, Laws of and teachers; ability to use
responsibility for Twelve Tables schools of rhetoric education for
republic and then law, philosophy practical
empire; to develop administrative
administrative and skills; relating
military skills education to civic
responsibility
Arabic AD 700 – To cultivate Reading, writing, Mosques, court Arabic numerals
AD1350 religious mathematics, schools and computation;
commitment to religious literature, reentry of classical
Islamic beliefs, to scientific studies materials on
develop expertise science and
in Mathematics, medicine
medicine and
Science
Renaissance To cultivate Latin, Greek, Classical An emphasis on
AD 1350-1500 humanist who was classical literature, humanist literary knowledge,
expert in the poetry, art educators and excellence and
classics – Greek schools such as style as expressed
and Latin; to lycee, gymnasium, in classical
prepare courtiers Latin grammar literature, a two-
for service to school tract system
dynastic leaders
Reformation AD To cultivate sense Reading, writing, Vernacular A commitment to
1500-AD1600 of commitment to a arithmetic, elementary universal
particular religious cathechism, schools for the education to
denomination; to religious concepts masses; classical provide literacy to
cultivate general and ritual, Latin schools for the the masses; the
literacy and Green; upper classes origins of school
theology systems with
supervision to
ensure doctrinal
conformity

Period Characteristics Curricular Focus

Spanish
Focused on Practical Training Broad; not defined nor written
to satisfy basic needs for survival Prescriptive

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 and to transmit social ideas, Reading and writing in relation
customs, beliefs and traditions. to the study of Koran for the
Training done in the homes. Maguindanao Moslems.

Spanish Focused on the learning of the

Christian Doctrine. Parochial schools study of
Doctrina Cristiana, arithmetic,
music, arts, and trades;
vernacular was the medium of
instruction.

American Focused on establishing the

public school systems, highly Reading, writing, arithmetic,
influence by the philosophy of good manners and right conduct,
John Dewey. civics, hygiene and sanitation,
domestic science, American
history, Philippine History;
English as medium of instruction.

Commonwealth Focused on the development of

moral character, personal Tagalong and later on Filipino,
discipline, civic consciousness, as another medium of
and vocational efficiency as instruction.
provided for in the 1935 Provided for a 6-year
Constitution. elementary schools; school
entrance at age 7; compulsory
attendance in Grade 1;
introduction of double-single
sessions.
Teaching of Filipino as subject.

Japanese Focused on promoting the East

Asia co-prosperity sphere Diffusion of elementary
educational objective. education with the promotion of
vocational education.
Fostering of new Filipino culture
based on the awareness that
Filipinos are Orientals.
Termination of use English as
medium of instruction.

Third Republic Patterned after the Provisions of the 1935 Constitution

New Society Focused on national
development goals; manpower Promotion of Bilingual
training; high level professions, Education Policy.
self-actualization.

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 Development of moral
character, self-discipline;
scientific, technological and
vocational efficiency; love of
country and good citizenship.

Fourth Republic Focused on promotion of the

rights of all citizens to qualify Strengthening of the teaching of
education. values; return to the basics in the
new elementary and secondary
schools curriculum.

Key Periods on the History of Education

Historical Period Description

Primitive Societies • Teaching of survival skills and
group cohesiveness
• Practical skills
Greeks • Athens: developing well-rounded
persons
• Sparta: developing soldiers
Romans • Developing sense of civic
responsibility, and administrative
and military skills
Arabic • Cultivation of commitment to Islam
• Expertise in mathematics,
medicine, and science
Medieval • Development of religious
commitment
• Establishment of social order
Renaissance • Cultivation of humanists as
experts in the classics
Reformation • Cultivation of commitment to a
particular religious denomination
• Cultivation of general literacy

Periods of Development in Philippine History

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Historical Period Description
Pre-Spanish • Focus on survival, practical skills
Period
Spanish Period • Beginning of formal instruction
• Introduction of Christianity
• Educational Decree of 1863:
elementary schools in every town
American Period • Promotion of democratic ideals
• Implementation of free public
education
Philippine • Emphasis on nationalism
Commonwealth
Japanese • Development of love for labor
Occupation • Promotion of vocation education
• Health education
Third Republic • Full realization of democracy
The New Society • Education for national
development
Fifth Republic • Corazon Aquino: Values
Education
• Fidel Ramos: Trifocalization
• Gloria Arroyo: DepEd
• Benigno Aquino III: K-12
• Rodrigo Duterte: Free tertiary
education

Basic Philosophical Systems Fundamental Idea/s Curricular Implications

Idealism (Plato) * Importance of mind and spirit Subject matter- or content
and of the developing them in focused, believing that this is
the learner. * Reality is in the essential to mental and oral
ideas independent of sense and development
experience.

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 Aristotle) *Truth can be tested/proven. Curriculum is subject-centered,
*Knowledge is derived from organized from simple to
sense experience. complex, and stressing mastery
of facts and development of
process and objective skills,
critical analysis and attention to
Science and Math.
Pragmatism (W. James, Dewey, The world is a world of change, *Provisions for direct
Rousseau) man can know anything within experiences. *Activity/learner-
his experience; belief in "learning centered. *Basis: problems of
by doing". democratic society focus on
problem solving inquiry.
Hutchins, Adler) Human beings are rational and Subject matter consists of
their existence remains the same perennial basic education of
throughout differing rational men, history language,
environments; includes math, logic, classical literature,
knowledge that has endured science, fine arts, and cultural
through the years. heritage.
Existentialism (Kierkegard, Reality is a matter of individual Curriculum stress activity;
Marcel,Sartre) existence. The meaning of life is recognition of individual
what each individual makes; differences, opportunities for
focus on conscious awareness of making choices and awareness
choice. of consequence, of introspection
and self analysis through
individualized learning
experiences.
Essentialism (Bagley) There are certain ideas that men Curriculum focused on
should know for social stability. assimilation of prescribed basic
subject matter, 3Rs, history,
science, math, language.
Reconstructionism (Plato, Societal reform needed towards Curriculum should include
Augustine, Dewey, Counts, experiencing the good life now subjects that deal with social and
Rugg) and in the future, schools are the cultural crises to prepare
chief means for building new students to make become
social order (NSTP). analyzer and ensure that
democratic principle are
followed.

ISOLATED FACTS AND THE BANKING METHOD

Most lessons in a traditional classroom are devoted to asking low level questions and students answering
with what they memorized a night before. The teacher deposited these facts a day before and withdraws
the next day. Paulo Friere is against with this banking system in education as it does not make the learner
reflect and connect what they have learned in real life.
Below are summaries of thoughts of educational philosophers on what should be taught and how learners
should be taught

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 A. John Locke (1632-1704) The Empiricist Educator
Proponent of tabula rasa
Acquire knowledge about the world through senses – learning by doing and interacting with
the environment
Simple ideas become more complex through comparison, reflection and generalization
(inductive method)
Questioned the view that knowledge came exclusively from literary sources, particularly the
Greek and Latin
Opposed the “divine right of kings” theory
Aristocrats are not destined by birth to be rulers
Education is not acquisition of knowledge contained in the Great Books. It is learners
interacting with concrete experiences.
The learner is an active not a passive agent of his/her own learning

B. Herbert Spencer – Utilitarian Educator

“Survival of the fittest”
Social development is through an evolutionary process
Industrialized society require vocational and professional education based on scientific
and practical objectives
Was not inclined to rote learning
Individual competition leads to social progress
To survive is a complex society, Spencer favors specialized education over that of general
education.
C. John Dewey(1859-1952)
Learning through experiences (learning by doing)
Education is a social process and so school is intimately related to the society it serves
Children are socially active human beings who want to explore their environment and gain
control over it
The steps of the scientific or reflective method which are extremely important in Dewey’s
educational theory are as follows:
a. The learner has a “genuine situation of experience”
b. Within the experience, the learner has “genuine problem”
c. The learners possess the information or does research to acquire the information
needed to solve the problem
d. The learner develop tentative solution to the problem
e. The learner tests the solution by applying them to the problem
Prior knowledge was to be used as the material for dealing with the
problem The school is social, scientific and democratic
The authoritarian or coercive style of administration and teaching is out of place
Values are relative but sharing, cooperation and democracy are significant human values
that should be encouraged by school

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FOUNDATION OF THE TEACHING LEARNING PROCESS – THE TEACHER, SCHOOL CULTURE, AND ORGANIZATION
CAPARA – DELOS SANTOS – DELOS SANTOS – MONTERO
 D. George Counts (1889-1974)
Building new social order
Schools and teachers should be agents of changed
He asserts that there is a cultural lag between material progress and social institution and
ethical values
Schools are considered instruments for social improvement and not just change for the
sake of change
Problem solving should be the dominant method for instruction
Schools should cope with social change that arises from technology
Students are encouraged to work on problems that have social significance
Teachers are called on to make important choices in the controversial areas of economics,
politics and morality

E. Theodore Brameld (1904-1987)- “Social Reconstructionism”

Social reconstructionism is a philosophy that emphasizes the reformation of society. Social
reconstructionist asserts that schools should ciritically examine present culture and resolve
inconsistencies, controversies and conflicts to build a new society not just change society
(Ornstein, A. 1984)
Technological Era is an era of interdependence
Education is designed to awaken students’ consciousness about social problems and to
engage them in problem solving (Ornstein, A. 1984) Education is a right that all citizens
must enjoy
F. Paulo Freire (1921-1997)
Critical Pedagogy and Dialogue
Believed that systems must be changed to overcome oppression and improve human
situations
Education and literacy are the vehicle for social change
Teaching and learning as a process of inquiry rather than “teaching as banking”
Teachers must not see themselves as the sole possessors of knowledge and their students
as empty receptacles. This pedagogical approach is known as “banking method
His pedagogy is problem-posing education
Dialogue is the central element of his pedagogy. It means the presence of equality, mutual
recognition, affirmation of people, a sense of solidarity with people and remaining open to
questions.

Social Science Theories and Their Implications to Education

Sociological Aspects of Education

5 MAJOR SOCIAL INSTITUTIONS
• A well-established and structured pattern of behavior or of relationships of group of people that
is accepted as a fundamental part of a culture.

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 • Institutions are structures and mechanisms of social order and cooperation governing the
behavior of a set of individuals within a given human collectivity.
• A set of organized beliefs, rules, and practices that establishes how a society will
attempt to meet basic needs.
• A socially approved system of values, norms, and roles that exists to accomplish specific
societal goals.
Elements of Social Institutions
1) A Group of People
2) United by common interests
3) Having material resources
4) Having norms
5) Fulfill some social need

Characteristics of Social Institutions

• Social institutions are patterns of behavior grouped about the central needs of human
beings in society.
• In all societies, the institution of family plays a central role.
• Social institutions are therefore social patterns directing the ordered behavior of human beings in
the performance of their basic activities.
• The continuity of institutional practices is further assured by the development of rituals.
• The central aspects of institutions are the functions they perform and the pattern, established
to carry out the functions.
• The claim of institutions upon the members are also known as loyalties.
• The institutions of a society are connected in a close end interdependent
pattern.
• Institutions are connected through status and role of the members

General functions of Social Institutions

1) Institution Satisfy the Basic Needs of Society.
2) Institution Define Dominant Social Values.
3) Socialization
4) Institutions Establish Permanent Patterns of Social Behavior
5) Preservation of Social Order.
6) Institutions Support Other Institutions.
7) Institutions Provide Roles for Individuals .

MAJOR SOCIAL DEFINITION FUNCTION TYPES

INSTITUTIONS

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FAMILY • A fundamental social • Reproduction 1) STRUCTURE
group in society typically • Cultural Transmission a. Nuclear
consisting of one or two • Socialization b. Extended
parents and their children. • Affection 2) RESIDENCE
a. Patrilocal
• Two or more people who b. Matrilocal
share goals and values, c. Neolocal
have long-term 3) . AUTHORITY
commitments to one a. Patriarchal
another, and reside b. Matriarchal
usually in the same c. Equalitarian
dwelling place. 4) MARRIAGE
a. Monogamy
b. Polygamy
• Polygyny
• Polyandry

Mates Selection
1.Exogamy
2.Endogamy
3.Polygamy
4.Monogamy
5.Polyandry
6.Group Marriage

EDUCATION • Refer to the set of norms 1. Intellectual 1. Formal Education

centered round the 2. Social
2. Informal
teaching and learning 3. Economic
Education
aiming at the adjustment 4. Political
of individuals to the
environment.
• Education is synonyms
with Socialization.

GOVERNMENT • The Structure of

Institutionalization of Government
norms (Laws). 1. Executive
• The enforcement of 2. Legislative
laws. 3. Judiciary

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 • The adjudication of
conflict (Court).
• Provide for the
welfare of members
of society.
• Protection of Society
from external threat.

ECONOMY • the set of norms

related to
production of
goods and
services.
• Is an aspect of
theoretical and
particle.
• Economic Institutions
are very important for
almost all Groups.
• Economic
growth and
development
has changed the
pattern of
interaction of
people all over
the world.

RELIGION system of believes 1. Providing

and practices solutions for
influencing human unexplained natural,
events where man is phenomena.
helpless to explain 2.Supplying a
them. means for
controlling the
natural world.
3.Religion tends to
support the
normative structure
of the society.
4.Furnishing a
psychological
diversion from

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FOUNDATION OF THE TEACHING LEARNING PROCESS – THE TEACHER, SCHOOL CULTURE, AND ORGANIZATION
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 unwanted life
situations.
5.Sustaining the
existing class
structure.
6.Religion serves as
an instrument of
socialization.
7. Religion may both
promote and retard
social change.

Social Science Theories

1. Consensus Theory
Emphasizes on social order based on tacit agreements, and view social change as occurring
in slow and orderly fashion.
2. Conflict Theory
Grew out from the work of Karl Marx
Focuses on the struggle of social classes to maintain dominance and power in social system.
Focuses on the heterogeneous nature of society and the differential distribution of political and
social power.
Conflict theories ask how schools contribute to the unequal distribution of people into jobs in
society so that more powerful members of society maintain the best positions and the less
powerful groups (often women, racial, and ethnic groups) often minority groups, are allocated to
lower ranks in the society.

3. Structural Functional Theory

Proposed by Herbert Spencer
States that society is made of various institutions that work together in cooperation.
Is concerned with the functions of schooling in the maintenance of social order
Focuses on how education serves the need of society through the development of skills
encouraging social cohesion.
The role of the schools is to prepare students for participation in the in institutions of society
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 Functionalist

Intellectual Purposes – acquisition of cognitive skills, inquiry skills

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FOUNDATION OF THE TEACHING LEARNING PROCESS – THE TEACHER, SCHOOL CULTURE, AND ORGANIZATION
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 Political Purposes – educate future citizens; promote patriotism, promote assimilation
of immigrants, ensure order, public civility and conformity to laws
Economic purposes – prepare students for later work roles; select and train the labor force
needed by society
Social purposes – promote a sense of social and moral responsibility; serve as a site for the
solution or resolution of social problems; supplement the efforts of other institutions of
socialization such as the family and the church

4. Symbolic Interactionist Theory Perspective

Proposed by George H. Mean
Interaction does not only mean dealing with people but also includes reading, listening and
viewing Positive symbols include gestures, words, actions and appearances
Directs sociologists to consider the symbols and details of everyday life, what these symbols mean
and how people interact with each other.
Language is the predominant symbol among people
Critics claim that symbolic interactions neglect the macro level of social interpretation – the big
picture because it focuses closely on the trees and restricting themselves to small or individual
interactions.

Theory Description Proponent Contribution to Focus, Emphasis and

schools
Consensus Consensus is a general • social order based on
or widespread tacit agreements,
agreement among all • view social change as
members of a occurring in slow and
particular society. orderly fashion.
Conflict • Society as a Karl Marx Conflict theories ask Focuses on the heterogeneous
competition for how schools nature of society and the
limited resources contribute to the differential distribution of
• Two opposing sides, unequal distribution political and social power.
both aiming to of people into jobs in
society so that more
maintain status quo
powerful members of
Education as a powerful society maintain the
means of maintaining best positions and
power structure the less powerful
groups (often women,
racial, and ethnic
groups) often minority
groups, are allocated

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 to lower ranks in the
society.
Structural- • Society as a system Herbert • Intellectual Purposes –
Functional of interconnected Spencer acquisition of cognitive skills,
parts, each having a inquiry skills
unique function
Political Purposes – educate
future citizens; promote
patriotism, promote assimilation
of immigrants, ensure order,
public civility and conformity to
laws

Economic purposes – prepare

students for later work roles;
select and train the labor force
needed by society

Social purposes – promote a

sense of social and moral
responsibility; serve as a site for
the solution or resolution of
social problems; supplement
the efforts of other institutions of
socialization such as the family
and the church
Symbolic • Society as the George H. • Major tenets:
Interactionist product of shared Mean o Individual’s actions based
symbols, i.e.: on meaning
meanings that o Different people give
individuals attach to meaning to the same thing
events o Meanings change as
individuals interact with
one another

Violence

Forms of Violence

Form of Violence Description

Physical Using a part of their body or an object to control a person’s actions

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Sexual One is forced to participate in sexual activity
Emotional Someone says or does something to make another feel worthless
Psychological Someone uses threats, causing fear
Spiritual Uses an individual’s spiritual beliefs to control
Cultural Individual is harmed as a result of his/her culture, religion, or tradition
Verbal Use of language (written or verbal) to harm an individual
Financial Someone controls/misuses another’s financial resources
Neglect Someone has the responsibility to take care of someone else but does not

Global Issues that Concern Schools

Current Global Issues

1. Climate change
2. Pollution
3. Violence
4. Security and well-being
5. Lack of education
6. Unemployment
7. Government corruption
8. Malnourishment and hunger
9. Substance abuse
10. Terrorism

UN Sustainable Development Goals 2015-2030

• Based on the principle of “leaving no one behind”
• Emphasis on the holistic approach to achieving sustainable development

School Partnership

Partnership
• Two parties helping each other for mutual benefit

What Communities can do for Schools

• Brigada Eskwela
• Curriculum Development
• Work experience programs (e.g.: work immersion)
• Remediation and enrichment classes
• Youth development programs
• Community Service

What Schools can do for Community

• Classrooms used for organizational meetings

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 • Schools as polling place and medical missions
• Schools as an evacuation center
• Facilities used for community assemblies
• Courts used for local celebrations and sports leagues
• Schools conducting livelihood skills-training seminars

Legal Bases for Community Involvement

• Governance of Basic Education Act (RA 9155): encouragement of local initiatives for the
improvement of schools, school heads to establish school and community networks
• Education Act of 1982 (BP 232): schools establishing appropriate bodies for assistance and support
of the school and the promotion of common interest
• Adopt-a-School Program Act (RA 8525): allows private entities to assist public school in certain areas
• Education for All 2015: schools to continue harnessing local resources

Legal and Sociological Bases of School and Community Partnership

1. Legal Bases of Education / Relevant Laws

a. Article XIV of the 1987 Philippine Constitution
b. RA 4670 – magna Carta for public school, teacher
c. RA 7836
d. Education Act of 1940
e. Education Act of 1982
f. Code of Ethics
g. RA 1006
h. RA 1265
i. RA 1425
j. RA 4670
k. RA 6655
l. RA 6728
m. RA 6972
n. 8. RA 7277
o. 9. RA 7687
p. 10. RA 7722
q. 11. RA 7784
r. 12. RA 7796
s. 13. RA 7731
t. 14. RA 7743

Sociological Bases of School Community Partnership

The functionalist theory states that institutions must perform their respective functions for the
stability of society. Other institutions must come in if one institution fails to do its parts for the sake of the
society.

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FOUNDATION OF THE TEACHING LEARNING PROCESS – THE TEACHER, SCHOOL CULTURE, AND ORGANIZATION
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 The school cannot do it all. “It takes a village to educate a child”, so goes the African proverb. It
has to work in a partnership with other institutions in the community. With the breakdown of families,
schools face greater challenge in educating the youth.

Legal Bases for Parents and Community Involvement

a. RA 9155- Governance of Basic Education Act, Section E (10)
b. Education Act of 1982, Section 7
c. RA 8525 – Adopt a School Program Act
d. Philippine Education for All (EFA) 2015 Plan
e. RA 915

The Strength and Weaknesses of The Filipino Character: A Socio Cultural Issue

FILIPINO STRENGTHS
1. Pakikipagkapwa-tao : Opening yourself to others and feel one with others with dignity and Respect life
as fellow human beings, Sense of fairness and justice, Concern for others, Ability to empathize with
others, Helpfulness and generosity, Practice of hospitality and Sensitive to other feelings and trust.
2. Family Orientation : A genuine and deep love for family. Filipino families are characterized by
Commitment and responsibility, Honor and Respect, Generosity and Sacrifice and Sense of trust and
Security.
3. Joy and Humor : Filipinos have a cheerful and fun-loving approach to life and its up and down, Pleasant
Disposition, a Sense of Humor and Propensity for happiness that contribute not only to the Filipino charm
but also to the Filipino Spirit.
* Laughing or smiling at those we love and hate.
* Tend to make joke about our good and even bad fortune
* Smiling and heads up even in the most trying of times
* Emotional balance and optimism
* Healthy disrespect for power and office.

4. Flexibility, Adaptability and Creativity : Easy to adapt, blend to other culture, practice other tradition,
speak and study other languages and even diff. environment or climate)

5. Hard Work and Industry : Capacity for hard work given to raise one's standard living of a decent life
for one's family.
6. Faith and Religiosity : Faith in God - accepting reality to comprehend as a human created by God.
7. Ability to Survive

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FILIPINO WEAKNESSES (Based on the excerpt of the report “A Moral Recovery Program: Building a
People, Building a Nation”- 1988)
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.
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. Extreme personalism leads to the graft and corruption
evident in Philippine society.

3. Lack of discipline – A casual attitude toward time and space, manifested in lack of precision
and compulsiveness, in poor time management and procrastination. Aversion to following
procedures strictly results in lack of standardization and equality control. Impatience results in
shortcuts, palusot, ningas cogon. Lack of discipline often results to inefficient work systems, the
violation of rules and a casual work ethic lacking follow through.
4. Passivity and lack of initiative – waiting to be told what to do, reliance on others, complacence,
lack of a 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.
5. Colonial mentality – Lack of patriotism, or of an active awareness, appreciation and love of the
Philippines and an actual preference for things foreign.
6. Kanya-kanya syndrome, talangka mentality – done by tsismis, 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 right.
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 reflection and
instead satisfaction with superficial explanations and solutions.
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.

Global Issues That Concern Schools and Society

Top 10 Global Issues

1. Climate change
The global temperature are rising and are estimated to increase from 2.6 degrees Celsius
to 4.8 degrees by 2100. This would cause more severe weather, crises with food and
resources and the spread of diseases. The reduction of greenhouse emissions and he
spreading of education on the importance of going green can help make a big difference.

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 Lobbying governments and discussing policies to reduce carbon emissions and encouraging
reforestation is an effective way to making progress with climate change.

2. Pollution
Pollution includes ocean litter, pesticides and fertilizers, air, light and noise pollution. Clean
water is essential for human and animals, but more than one billion people don’t have access
to clean water due to pollution from toxic substances, sewages or industrial waste.

3. 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 targeted 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

a. Physical Violence – occurs when someone uses a part of their body or an object to control a
person’s action
b. Sexual Violence – occurs when a person is forced to unwillingly take part in sexual activity
c. Emotional Violence – occurs when someone says or does something which make a person feel
stupid or worthless
d. Psychological violence- occurs when someone uses threats and causes fear in an individual to
gain control

e. Spiritual violence – occurs when someone uses an individual’s spiritual beliefs to manipulate,
dominate or control that person.
f. Cultural violence – occurs when an individual is harmed as a result of practices that parts of his
or her culture, religion or tradition.

4. Security and well-being

The UN is a perfect example of what should be done to prevent the lack of security and well
being. Though 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.

5. Lack of education
a. More than 72 million children throughout the globe that are of the age to be in primary school
are not enrolled in school. This can be attributed to inequality and marginalization as well as poverty.
Fortunately, there are many organizations that work directly with the issue of education in providing the
proper tools and resources to aid schools.
6. Unemployment
Without the necessary education and skills for employment, many people struggle to
find jobs and create a proper living for themselves and their families. This leads to a lack
of necessary resources such as food, clothing, transportation and proper living
conditions.

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 7. 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.
8. Malnourishment and hunger
Long term success to ending world hunger starts with ending poverty. By fighting poverty
through proper training for employment, people who are suffering will be more likely to get
jobs, earn money to buy food and even learn how to make their own food.

9. Substance abuse
It is the harmful or hazardous use of psychoactive substances, including alcohol and
illicit drugs (WHO).
10. Terrorism
b. It is an issue throughout the world that causes fear and insecurity, violence and death. Across
the glove, terrorists attack innocent people, often without warning.

School Community Partnership

Opportunities for School-Community Partnership

Partnership implies two parties helping each other. Both parties benefit. This means that if a
school –community partnership exists, both parties benefit from the relationship.
What can the community do for schools?
1. Brigada-Eskwela
This program engages all education stakeholders to contribute their time ,effort and
resources in ensuring that public school facilities are set in tie for the forthcoming school
opening. This is a school maintenance program that has been institutionalized since
2009 when DepEd issued DepEd Order # 100.

2. Curriculum development
This can use of community resources for learning e.g. museum, elders of the
community as key informants in research or resources persons in the study of local
history.

3. Work experience programs

Business establishments and offices in the community can serve as training ground for
learners. A concrete example is the Work Immersion required of Senior High School
students. In this work immersion , student are given the opportunity to work in relevant
establishments or offices in the community to help develop in them “ the competencies,

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 work ethics, and values relevant to pursuing further education and/ or joining the world of
work …. Partner offices for immersion provide Senior High School students with
opportunities .
a. To become familiar with the work place
b. For employment simulation; and
c. To apply their competencies in areas of specialization / applied subjects in authentic
work environment
4. Remediation and Enrichment class
5. Youth Development program
6. Community service – examples are students participating in tutorial programs, community
reforestation programs, clean up drive for a river, assisting in medical mission; school band
playing in fiesta.

What can schools do for communities in return?

Schools may allow the community to use school resources. Below are examples:
a. Classroom used by community organizations for meetings
b. School used as a polling place and venue for medical mission which it may co-sponsor with RHU
c. School used by the Rural Health Unit for mothers’ class on child care
d. School used as an evacuation center
e. School facilities used for community assemblies
f. School basketball court used for local celebrations and barangay sports league
g. Schools conduct livelihood skills-training programs for parents and out-of-school youths
h. Livelihood skills training for parents and out-of-school-youths by using school resources

Sociological Bases of School Community Partnership

The functionalist theory states that institutions must perform their respective functions for the
stability of society. Other institutions must come in if one institution fails to do its parts for the sake of the
society.
The school cannot do it all. “It takes a village to educate a child”, so goes the African proverb. It
has to work in a partnership with other institutions in the community. With the breakdown of families,
schools face greater challenge in educating the youth.

Legal Bases for Parents and Community Involvement

f. RA 9155- Governance of Basic Education Act, Section E (10)
g. Education Act of 1982, Section 7
h. RA 8525 – Adopt a School Program Act
i. Philippine Education for All (EFA) 2015 Plan

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 j. RA 915

PREPARED BY:

Miraflor Capara, LPT

Arrel Kim Delos Santos, LPT
Lanvin Sean Delos Santos, LPT
Marlene Montero, EdD, LPT, CPO-PN(RES)

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