CHAPTER 1

Philosophical Thoughts on Education

JOHN LOCKE (1632-1704): The Empiricist Educator.

 Acquire knowledge about the world through senses- learning by doing and interacting
with environment
 Simple ideas become more complex through comparison, reflection and generalization-
the inductive method
 Question the long traditional view that knowledge came exclusively from literary
sources, particularly the Greek and Latin Classics
 Opposed he “The Devine right of king” theory which held that the monarch had the
right to be an unquestioned and absolute ruler over subject.
 Political order should be based upon a control between the people and the government.
 People should be educated to govern themselves intelligently and responsibility
(Ornstein, 1984)

HERBERT SPENCER (1820-1903)

 Spencer concept of Survival of the Fittest means that human development had gone
through evolutionary of strangers from the simple complex and from the uniform to the
more specialized kind of activity.
 Social development had taken place according to evolutionary process by which simple
homogenous societies had evolved to more complex accidental complex system
characterized with humanistic and classical education.
 According to spencer society doesn’t need to correct or improve because society were
bound to change automatically.
 Curriculum must emphasize the practical utilitarianism and scientific subject that help
humankind master the environment.
 Was not inclined to rote learning schooling must be related to life and to activities
needed to earn a living.
 Curriculum must be arranged according to their contribution to human survival and
progress.
 Science and other subjects that sustained human life and prosperity should have
curricular priority since at aids in the performance of life activities
 Individual competition leads to social progress, He who is fittest survive.
 Curriculum should emphasize the practical, utilitarian and scientific subjects that help
humankind master the environment.
 Individual competition leads to social progress, He who is fittest survive. (Ornstein, 1984)

JOHN DEWEY (1859-1952)

 Education is a social process and so school intimately related to the society that it
serves.
 Children are socially active human beings who want to explore the environment and gain
control over it.
 Education is a social process by which the immature members of the group, especially
the children are brought to participate in the society.
  The school is a special environment established by the members of society for the
purpose of simplifying, purifying, and integrating the social experience of the group so
that it can be understood, examined and used by its children.
 The sole purpose of education is to contribute to the personal and social growth of
individuals.
 The steps of scientific or reflective method which are extremely important in Dewey’s
educational theory are as follow.
 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 solution that may solve the problem.
 The learner tests the solutions by applying them to the problem. In this one way one
discovers their validity for oneself.

Comments
Specialized Education of Spencer vs. General education
 To survive in a complex society, spencer favours specialized education over that of
general education. We need social engineers who can combine harmoniously the
findings of specialized knowledge. This is particularly true in the field of medicine.
 The experts 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.

Spencer’s Survival of the Fittest

 He who is the fittest survive, individual competition leads to social progress. The
completion in class is what advocates of who child approach and socio-emotional
learning (SEL) atmosphere negate. The whole child approach 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, (Frey, N. 2019)
The highlights words point to NO COMPETION for competition works against an emotionally
safe environment

Comments:
The fund of knowledge of humanity
 Dewey does not disregard the accumulated wisdom from the past. These past ideas,
discoveries and inventions, our cultural heritage, will be used as the material for dealing
with problems and so will be tested. If they are of help, they become part of a
reconstructed experience. If they not totally accurate, they will still be part of a
reconstructed experience. This means, that the ideal learner for Dewey is not just one
who can connect accumulated wisdom of the past to the present.

Schools are for the people and by the people

 Schools are democratic institutions where everyone regardless of age, ethnicity, Social
status is welcome and is encouraged to participate in the democratic process of decision
making. learners and stakeholders’ practice and experience democracy in schools
 A. GEORGE COUNTS (1889-1974): building a new social order
 Education is not based on eternal truths but is relative in a 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 methodology. Students are encouraged to work on problems that have social
significance.
 Schools become instrument for social improvement rather an agency for preserving the
status quo.
 Teacher should lead society rather than follow it. Teachers are agents of change.
 Teachers are called on to make important choices in the controversial areas of
economics, politics and morality because if they failed to do so, others would make the
decisions for them.
 Schools ought to provide an education that afford equal learning opportunities to all
students. (Ornstein, A. 1984)
Comments:
Schools and teachers as agents of change.

 For George Counts, schools and teachers should be agents of change. Schools are
considered instruments for social improvement rather than as agencies for preserving
the status quo. Whatever change we work for should always be change for the better
not just change for the sake of change.
 Teachers are called to make decisions on controversial issues not to decide.
 Like Dewey, problem solving, should be the dominant method for instruction.

Theodore Brameld (1904-1987) Social Reconstructionism

 As the name implies, Reconstructionism is a philosophy that emphasizes the
reformation of society.
 So, the social Reconstructionist asserts that social should. Critically examine present
culture and resolve inconsistency, controversy and conflicts to build a new society not
just change society.
 Technological era is an era of interdependence and so education must be international
in scope for global citizenship.
 For the social Reconstructionist about social problems and to engage them actively in
problem solving. (Ornstein, A 1984)
 Social Reconstructionist are firmly committed to equality or equity in both society and
education. Barriers of socioeconomic class and racial discrimination should be
eradicated.
 They also emphasize the idea of an independent world. The quality of life needs to be
considered and enhanced on a global bases (Ornstein, A1984)
Paulo Freire (1921-1997) -CRITICAL PEDAGOGY
 Paulo Freire, a critical theorist, like social Reconstructionist, believed that systems must
be changed to overcome oppression and improve human conditions.
 Education and literacy are the vehicle for social change. In this view, humans must learn
to resist oppression and not become its victims, nor oppress others, to do so requires
dialogue and critical consciousness, the development of awareness to overcome
domination and oppression
 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 an empty receptacle. He calls this pedagogical approach the “banking
method” of education.
 A democratic relationship between the teacher and her students is necessary for the
conscientization process to take place.
 A central element of Freire’s pedagogy dialogue. It is love and respect that allow us to
engage people in a dialogue and to discover ourselves in the process and learn from one
another. By its nature, dialogue is not something that can be imposed. Instead, genuine
dialogue is characterized by respect of the parties involved toward one another.
 Dialogue is the basis for critical and problem-posing pedagogy, as opposed in banking
education, where there is no discussion, only the imposition of the teacher’s ideas on
the students. (Ornstein, 1998)
 Chapter 2
Historical Foundation of Education

When a school introduces and trains each child of society into membership within such
a little community, saturating him with the spirit of service, an 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
Education or school is an institution created by society. Education is function of society
and as such arises from the nature and character of society itself. Society seeks to preserve
itself and to do this it maintains its functions and institutions, one of which is education, to
assure its survival, stability and convenience.
As john Dewey, 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, an
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, lovely, and harmonious”.
This is called the socialization process. Socialization is the “process of learning the roles,
statuses and values necessary for the participation in social institutions”. (Brinkerhoff. 1989)
Socialization is the process of learning the roles, statuses and values necessary for the
participation in social institutions.
It is a lifelong process. It starts way back when you are a toddler even until into your
deathbed. Role learning that prepares us for future roles is called anticipatory socialization. We
socialize to other for the reason to be for what to come. To find a husband or wife, to have
children or to our future colleagues when became professionals.
The History of the Philippine Educational System
Education is a function of society and such what are taught in schools arises from the
nature and characteristic of society itself. What society considers important is what schools
teach.
Education during the pre-colonial period
 Informal unstructured decentralized
 Fathers taught the son to look for food and other means of livelihood
 Mothers taught the daughters household chores
 Technically to prepare their children as husband and wife
 More vocational training less academics

Education during the Spanish Era

  Education was formal and organized
 Authoritarian in nature
 Tribal tutors were replaced by Spanish missionaries
 Pupils attended formal schooling in the parochial school
 Instructions was Religion-oriented (Christian doctrine, sacred songs and music and
prayers
 It required confession and communion
 Separate school for boys and girls
 Wealthy Filipinos or the ilustrados were accommodated in the schools
Educational Decree of 1863
 This law gives Filipinos a complete system of education from elementary to college
 The establishment of the elementary schools in the municipalities in the country
 Although religion was the core of the curriculum included subjects reading, writing,
arithmetic, history, Doctrine, Spanish language, vocal music, agriculture for the boys and
needlework for the girls
 Attendance from ages 7 to 12.
Education during the American Regime 1898-1946
 The American promoted Democratic ideals and the democratic way of life.
 The schools of Spaniards were already close for 300 years but 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.
 Political constitution of 1899, in May 1898, the 1 st American school was established in
Corregidor, and shortly after the capture of manila in 1899, seven schools were open in
the city.
 Training was done through the schools both public and secular manned by chaplains and
military offices of the u’s army
 Thomasites arrived in the Philippines on august 23, 1901
 The university of the Philippines was founded in 1908. Up was the 1 st state school to
have university status
 The department of public instruction set up a three-level school system. The first level
considered a four-year primary and 3-year intermediate or seven-year elementary
curriculum, the second level was a 4-yaer 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 1936 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
 The institute of the private education was established in order to observe private
schools
 The institute of private education was established in order to observe private schools
 Formal adult education was also given
 Executive order no.134 of 1936 was signed by Pres. Manuel L. Quezon designating
Tagalog as our National language
  Education Act of 1940 was approved Philippine Assembly
 Reduction of the 7-year elementary course to 6 years
 Fixing the school entrance age at 7
 National support for elementary education
 And other stuff
 Japanese Occupation
 Aims
 Make people understand the position of the Philippines as a member of the East Asia
Co-prosperity Sphere
 Eradication of the idea of reliance upon US and Great Britain
 Fostering a new filipino culture based on the consciousness of the people of the
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
 Education 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 of
1954
 A daily flag ceremony was made compulsory in all schools including the singing of the
National Anthem pursuant of R.A 1265 of 1955
 Curricular offerings in all schools, the life, the works and writings of Jose Rizal Books
 Elementary education was nationalized, and matriculation fees were abolished
 Magna Carta for Teachers with R.A. 4670

Abstract and History of the Philippine Education System

Education during the Pre-Colonial Period
During pre-colonial period, education was informal was informal and unstructured,
decentralized. Fathers taught their sons how to look for food and other means of livelihood.
Mothers taught their girls to do the household choice. This education 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 to 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 Education 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 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 secretary of the interior. A system of free and compulsory elementary
education was established by the Malolos Constitutions.
(Political Constitution of 1899). In 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 Philippine 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.
- The institutes of private education were established in order to observe private schools.
- Formal adult education was also given.
Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog
as our National Language.
- Executive Order No. 217, known as the Quezon Code of Ethics.
- 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 elementary education.
- Compulsory attendance of primary children enrolled in Grade 1.
- Adoption of double-single sessions in the primary grade with one teacher one class
assignment of intermediate teachers.
The Japanese Occupation
Aims of education during 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 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
- Education aimed at the full of realization of 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
national anthem pursuant to R.A 1265 approved on June 11, 1955.
- Curricular offerings in all schools, the life, the work 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.
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
- Education Act of 1982 – created the ministry of Education, Culture and Sports.
- NCEE – introduced –Executive Order No. 117 – President Corazon Aquino renamed
ministry of Education, Culture and Sports (DECS) in 1987
- Creation of the Board for the Professional Teachers composed of 5 under PRC
- Replacement of PBET (professional board examination for teachers) by LET (Licensure
Examination for Teachers)
- 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 manpower 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, Republic Act 9155, otherwise called the Governance of Basic Education
Act, was passed transforming the name of Department of Education, Culture and Sports
(DESC) to the Department of Education (DepEd) and redefining the role of field offices
(regional offices, division offices, district offices and schools). RA 9155 provide the
overall framework for (i) school head empowerment by strengthening their leadership
roles and (ii) school-based management within the 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
(NESC)
- R.A. 10157, January 20, 2012 – Kindergarten Act, an act institutionalizing the
kindergarten education into the basic education system
- K to 12 Program (R.A 10533), May 15, 2013 – the K to 12 Program covers Kindergarten
and 12 years of basic education (six years of primary, four years of junior High School,
and two years of Senior High School [SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level development, employment, and entrepreneurship.
The varied Goals of Education in Different Historical Periods of Philippine history
What was considered important in each historical period of the country was also the focus or
direction of the education of the Filipino.
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 the religious formation to help them live the Christian Faith. The American regime
educated the Filipinos to become good citizens of a democratic country while Japanese regime
taught them love of labor. The post-colonial period educational system was devoted to the
following goals: 1) foster love of country; 2) teach the duties of citizenship; 3) develop moral
character self-discipline; and 4) scientific, technological and vocational efficiency. The present
DepEd vision and mission statement and core values and the fourth mission of the Commission
on Higher Education add light to the present goals of Philippine education. They are given
below:
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 ethnical and social implication of a given source of action; and 4) the
competency to learn continuously thought 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. – Commission on Higher Education.
The Department of Education has the following vision, mission and core values:
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…
Mission - To protect and promote the right of every Filipino to equality, 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.
 Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for the effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Coral Values – Maka-diyos, Maka-tao,
Maka-kalikasan at Maka-bansa

CHAPTER 3
Social Science Theories and Their Implications to Education

Three Social Theories

Introduction
Sociologists today employ three primary theoretical perspectives: the functionalist
perspective, the conflict perspective and the symbolic interactionist perspective. These
perspectives offer sociologists theoretical paradigms for explaining how society influences
people, and how people influence society. Each perspective uniquely conceptualizes society,
social forces, and human behaviour.

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.” society is compared to the human body with different but interrelated
parts performing different functions. Just as human body has many parts, society has different
but interrelated components such as family, the state, the Church, mass media, economics.
These must coordinate and collaborate for society to function well. If one part of the human
body does not function well, the whole body is affected. In the same way, when one component
of the society does not do its part, society will not function well, the overall health of the
organism (society) depends upon the health of its structure.

Purpose of schooling according to functionalistPurpose of schooling according to

functionalist.
The purpose of schooling according to functionalist are:

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 site for the
solution or resolution of social problems; supplement the efforts of other institutions of
socializations such as the family and the church.
2. Conflict theory
According to this theory, there are always two opposing sides in a conflict situation. People
takes sides between maintaining the status quo and I traducing change then arrive at an
agreement. Conflict theory welcomes conflict for that is the way to the establishment.
3. The symbolic interactionist theory perspective
Three tenants of symbolic interactionist are:

1.) An individual action depends on meaning. We act based on the meaning we give to
symbols. Symbols can be, objects or words.

2.) Different people may give different meanings to the same thing.
When teacher is strict, some students see it as an expression of care. Other may rebel because
they perceive teacher’s behaviour as limiting their moves and desires.

3.) Meaning change as individuals interact with one another. A negative meaning that you
used to associate with hospital when you went to a hospital which look more as a hotel than the
usual hospital you know is changed. After you have taught well, your first impression of teaching
as boring is changed to teaching is exciting.

Implication to teaching
Let us continue to teach for meaning. Let us promote and create opportunities for
genuine interaction among our students and teachers. Interaction does not only means dealing
with warm bodies. Interaction includes reading, listening, viewing.
Let us use positive symbols- in the form of gesture, words, action and appearances- to
express our trust, belief in our student abilities, an affirmation of their being. In fact, our belief
in our students also has positive effect in us.
Symbolic Interactionist Perspective, also known as symbolic interaction, as the term
implies, interactionist theory state that people interact with one another through symbols.
According to the symbolic interactionist perspective, people attach meaning to symbols,
and then they act according their subjective interpretation of these symbols. Verbal
conversation, in which spoken word serve as the predominant symbols, make this subjective
interpretation especially evident.
George Herbert Mead (1863–1931) is considered a founder of symbolic interactionism
though he never published his work on it (LaRossa and Reitzes 1993). Mead’s student, Herbert
Blumer, coined the term “symbolic interactionism” and outlined these basic premises: humans
interact with things based on meanings ascribed to those things; the ascribed meaning of things
comes from our interactions with others and society; the meanings of things are interpreted by
a person when dealing with things in specific circumstances (Blumer 1969). If you love books,
for example, a symbolic interactionist might propose that you learned that books are good or
important in the interactions you had with family, friends, school, or church; maybe your family
had a special reading time each week, getting your library card was treated as a special event,
or bedtime stories were associated with warmth and comfort
Studies that use the symbolic interactionist perspective are more likely to use qualitative
research methods, such as in-depth interviews or participant observation, because they seek to
understand the symbolic worlds in which research subjects live.

Constructivism is an extension of symbolic interaction theory which proposes that

reality is what humans cognitively construct it to be. We develop social constructs based on
interactions with others, and those constructs that last over time are those that have meanings
which are widely agreed-upon or generally accepted by most within the society. This approach
is often used to understand what’s defined as deviant within a society. There is no absolute
definition of deviance, and different societies have constructed different meanings for
deviance, as well as associating different behaviors with deviance. One situation that illustrates
this is what you believe you’re to do if you find a wallet in the street. In the United States,
turning the wallet in to local authorities would be considered the appropriate action, and to
keep the wallet would be deviant. In contrast, many Eastern societies would consider it much
more appropriate to keep the wallet and search for the owner yourself; turning it over to
someone else, even the authorities, would be considered deviant behavior.

Group 1 Compilation
GEC 103 The Teacher and The Community,
Culture and Organizational Leadership

Chapter 1
Philosophical Thoughts on Education

Chapter 2
Historical Foundation of Education

Chapter 3
Social Science Theories and Their Implications to
Education

Members
Aljomer Sawadi
Allissa Abdulfata
Devissa Gadiale
 Erickson Man
Jesthony Barbarono
Norodin Dalandas
Rodel Labuayan
Vanessa Simpal