Ed 103

The Teacher and the Community, School

Culture and Organizational Leadership

MODULE 1
PHILOSOPHICAL THOUGHT ON
EDUCATION

LUCILA D. VIPINOSA, EdD.

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Chapter 1: Philosophical thought on Education

Intended Learning Outcomes  Discuss at least six philosophical thoughts on

(ILO’s) education

Philosophy means "love of wisdom." It is made up of two Greek words, philo, meaning
love, and sophos, meaning wisdom. Philosophy helps teachers to reflect on key issues and
concepts in education, usually through such questions as: What is being educated? What is
the good life? What is knowledge? What is the nature of learning? And What is teaching?
Philosophers think about the meaning of things and interpretation of that meaning. Even
simple statements, such as "What should be learned? Or What is adolescence?" set up raging
debates that can have major implications. For example, what happens if an adolescent
commits a serious crime? One interpretation may hide another. If such a young person is
treated as an adult criminal, what does it say about justice, childhood, and the like? Or if the
adolescent is treated as a child, what does it say about society's views on crime?

Your educational philosophy is your beliefs about why, what and how you teach, whom you
teach, and about the nature of learning. It is a set of principles that guides professional action
through the events and issues teachers face daily. Sources for your educational philosophy
are your life experiences, your values, the environment in which you live, interactions with
others and awareness of philosophical approaches. Learning about the branches of
philosophy, philosophical world views, and different educational philosophies and theories
will help you to determine and shape your own educational philosophy, combined with these
other aspects

1. John Locke
 Sensations of objects arise from powers in the object itself
 Men are by nature free and equal against claims that God had made
all people naturally subject to a monarch
 People have rights, such as the right to life, liberty, and property, that
have a foundation independent of the laws
 of any particular society
 There were certain moral truths that applied to all people, regardless
of the particular place where they lived or the agreements they had
made
 Divine law and natural law are consistent and can overlap in content, but they are not
coextensive reject the idea that all our knowledge comes from rational principles
 Locke’s answer to the question which of our perception are real or true? is the existences
of primary and secondary qualities
 He is associated with the word empiricist because he believes that the learners acquire
knowledge by interacting with concrete experience, comparing, and reflecting on the
same experience.

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2. Herbert Spencer

 Herbert Spencer was known as one of the leading Social Darwinists

in the late nineteenth-early twentieth century America.
 As a social Darwinist, Spencer helped gain acceptance of the theory
of evolution which also became the basis for most of his books and
teaching
 In Spencer’s work “social status” he stated that individual freedom
was extremely important and that the government should play a
limited role in society especially in the schools.
 He did not believe in the public school system. His major criticism of
the school system was that it did not prepare children to live in society
 Instead, Spencer believed in the private school system which competed for the brightest
student. Because of his belief in competition conflict and struggle Spencer felt that the
most exemplary schools would eventually acquire the best teachers and students.
 He is associated with utilitarianism education because he developed and evolutio nar y
utilitarianism ethics in which the principles of ethical living are based on the
evolutionary changes of organic development.

3. John Dewey

 The conduct of the pupils shall be governed by themselves,

according to the social needs of the community.
 Interest shall be the motive for all work.
 Teachers will inspire a desire for knowledge, and will serve as
guides in the investigations undertaken, rather than as task-
masters.
 Scientific study of each pupil’s development, physical, mental,
social and spiritual, is absolutely essential to the intellige nt
direction of his development.
 Dewey classifies "experience" as that which we think and act upon and perceive through
our senses, sort of like the carrying out of an experiment, and the mental act of reasoning
about its outcomes.
 Experiential learning involves learning from experience the process whereby knowledge
is created through the transformation of experience.
 In today’s school and education, Dewey’s system of beliefs can be shown through
Kindergarten's, Montessori schools ; Different learning styles, such as hand on –
activates
 He is associated with the phrase “Learning through Experience” because his philosophy
in education focuses on letting the learners experience the real world stimulation in order
to prepare them to participate in the society.

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4. George Counts

 Recognized that education was the means of preparing people for

creating this new social order.
 In the 1920's Counts shared in the child-centered movement in
progressive education.
 Wrote "Dare the School Build a New Social Order?" which is a
pamphlet that consists of three papers that were read in
February 1932 at national educational meetings.
 Wanted teachers to lead society instead of following society.
The teachers were leaders and should be policy makers who
could decide between conflicting purposes and values.
Teachers should be concerned with school matters, but should
also be concerned with controversial matters of economics, politics, and morality.
 Liked the progressive type of education. He wrote many papers, but is most noted for
writing "Dare the School Build a New Social Order?" He also believed that teachers
could help change society.
 He is associated with Building a New Social Order because he dare the schools and
teachers to change the social order.

5. Theodore Brameld

 Was considered the founder of social reconstructionism.

 He recognized the potential for either human annihilation through
technology and human cruelty
 The use technology and human compassion to create a beneficent
society
 Recognized that education was the means of preparing people for
creating this new social order.
 Implemented Reconstructionism by “integrating the separate
subjects of the curriculum; integrating the separate subjects of the
curriculum; focusing upon students’ interests as a ways to select
curricular experiences; and placing responsibility upon students to
become self-directed learners
 He is associated with the Social Reconstructionism because his philosophy focuses on
building a new society by letting the school examine and resolve the society’s
inconsistencies, controversies and conflicts.

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6. Paolo Freire

 I’d like to say to us as educators: poor are those among us who

lose their capacity to
dream, to create their courage to denounce and announce..."
 Humans must learn to resist oppression and not become its
victims, nor oppress others.
 Saw teaching and learning as a process of inquiry in which the
child must invent and reinvent the world.
 Was concerned about using the imagination to produce new
possible ways of naming and acting in the world when working with people around
literacy's.
 It is not simply action based on reflection. It is action which embodies qualities which
include a commitment to human well being, a search for truth, and a respect for others.
 He is associated with the critical pedagogy vs. Banking method because he chooses the
process of critical pedagogy, which utilizes equality between teachers and students, over
banking methods which promotes oppressive relationship between teachers to students.

Chapter 2: Historical Foundation of Education

 State the relationship of society and schools

 Prove that school transmit cultural values by stating
Intended Learning
the facts form Phil. And world history of education
Outcomes (ILO’s)
 Explain the meaning of socialization as a function of
schools

Relationship of Society and Schools

The word ‘school’ is normally associated to buildings, students, curriculum and instructio n,
teachers and administration. Oxford English Dictionary definition: an institution for educating
children. Any institution at which instruction is given in a particular subject. School is a special
institution, created to serve specific social needs. It, therefore, not only gets aims and objectives
from society but its contents and methods are also determined in accordance with the activities,
carried on in society, for which the school functions.

A society is a group of people living according to a shared culture. Society refers to a group of
persons who share a culture, government, institutions, land, or a set of social relationships. A
person can belong to several societies at a time religious, professional, and social. The thing
that makes a group of people a society is that they share a common culture.

Schools shape children’s perceptions of the world, the values, beliefs, and norms of society are
internalized within children so that they come to think and act like other members of the society.

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Schools helps in building a nation. A good society is the product of a good school system and
a good school system is the product of a good society. So there must be intimate relations hips
between the school and the society.

School is the representative of society: School are special institution which strives for the
fulfilment of the desires of society. School determines its destination in the light of social
objectives. School is nothing but a reflection of the needs of society. Society provides a line of
action to education (School) . School cannot decide its objectives by itself. For the realizatio n
of the objectives of education, the educational institutions are established in the society.

Effects of school on Society: Schools have a deep impact on the society. Parent’s school choice
decisions are influenced by the groups or organizations to which they belong. Argues that
parent’s decisions not only influence student’s academic performance but also effect students
future.

Effect of Community to School. An effective method of promoting education and ensuring

school support is involving the community in school activities. By inviting community
members to join in school festivities, the school administration can improve effectiveness of the
education and raise the likelihood that the school will continue to be supported by the
community. Upgraded school facilities Improved school leadership and staffing . Higher
quality learning programs for students. New resources and programs to improve teaching and
curriculum. Resources for after-school programs and family supports. Increased social and
political capital of participants.
Agents involve between school and community o The main group and agents involved in the
dynamics of the relationship between school and community are: School administratio n.
Teachers o Non-teaching staff, Students and parents, Governing bodies School board.

Schools as social agents and social critics.

 Cultural Transmission, As a social institutional, schools take a more traditio na l
purpose in passing on of culture.
 Function Perspective- Functionalists argue that the function of school for cultura l
transmission is necessary for it maintains solidarity, integration, and stability of the
society.
 Conflict Perspective- Conflict theorists take a critical view of education by arguing
that educational system teaches and supports the norms, values, and social skills and
schools play little role in promoting significant changes in society.
 Critical Perspective- Critical theorists assert that individuals must be suspicious why
why such cultural elements are transmitted to individuals and society.

The role of the school as a socializing agent. Socialization is the process of creating a social
self, learning one’s culture and learning the rules and expectations of the culture. The school is
an artificial institution set up for the purpose of socialization and cultural transmission. The
school can be regarded as a formally constituted community as opposed to mutual communities.
The youngsters spend the major part of their active hours of the day in school, from morning to
and obviously, during this time student acquires a lot from the teachers and fellow students.
Due to this fact the school becomes an important agent of socialization The school combines
the formal (e.g. classroom teaching, fines caning, suspension expulsions official mention,
prices) and informal (e.g. peer group influences/ pressure) approaches in its socializing functio n

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Education teaches languages and allows people communicate with each other according to
positions in society. Educational systems socialize students to become members of society, to
play meaningful roles in the complex network of independent positions. Education helps in
shaping values and attitudes to the needs of the contemporary society. Education widens the
mental horizons of pupils and teaches them new ways of looking at themselves and their society.
Education offers young people opportunities for intellectual, emotional and social growth. Thus
education can be influential in promoting new values and stimulating adaptation of changing
conditions.

Informally and especially through social clubs, the school enables the child to learn a number
of other social roles and skills which are also important for his/ her overall development as a
member of society. Education teaches the laws, traditions and norms of the community, the
rights that individuals will enjoy and the responsibilities that they will undertake. Education
teaches how one is to behave toward his/ her play- mates and adults. Education leads toward
tolerant and humanitarian attitudes. For example, college graduates are expected to be more
tolerant than (high school graduates in their attitudes toward ethnic and social groups.
Thus, Education will train useful citizens who will obediently confirm to society’s norms, and
will accept the role and status that society will confer upon them when they have finished their
schooling.

Historical Foundation of Education.

Education or school is an institution created by society. It is a function of society and as such

arises from the nature and the 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.

Socialization is the process of “learning the roles, statuses and values necessary for participatio n
in social institutions. (Brinkerhoff, 1989). Anticipatory Socialization – role learning that
prepares us for future role like spouse, parent, or such professional.

Education Primitive
Society. Brinkerho ff
explains further; o Life
skills were important
during those times as they
are facing the problem of
survival in an
environment. By
developing this skills, it
eventually became
cultural patterns.

In primitive societies,
survival against natural
forces was the need and so
what were taught were

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survival skills and values to cultivate group cohesiveness. For the Athenian, what mattered the
most was the rounded development of every individual while the Spartan, it was the
development of soldiers and military leaders. For the early Romans, schools needed to develop
a sense of civic responsibility and to develop administrative and military skills. For the ancient
Arabic world where Islam rose, the most important concern of education was to cultivate
religious commitment to Islamic Beliefs.

During the Medieval period, schools were concerned with the development of religio us
commitment, knowledge and ritual to establish order. Renaissance period was a fervent period
of European cultural, artistic, political and economic “rebirth” following the Middle ages.
Education was focused on the rediscovery of classical philosophy, literature and art. The
Reformation period had as for its educational goals the cultivation of a sense of commitment to
a particular religious denomination and general literacy.

Pre Colonial Period.

 Informal and unstructured, decentralized.
 Fathers taught their sons on how to look for food and livelihood.
 Mothers taught their daughters on household chores.
 Children were provided with vocational trainings.
 Babaylan were the tribal tutors/teachers.

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Spanish Era
 Education was formal and organized.
 Spanish missionaries as the teachers.
 Students attend formal schooling in parochial schools and was religion oriented.
 There was a separate school for boys and girls.
 Wealthy Filipinos or the illustrados were accommodated in the school.
Educational Degree 1863
 This law gave Filipinos a complete system of education from elementary to
collegiate level. –
 Establishment of elementary schools in all municipalities in the country. –
 Subjects included aside from the religion curriculum are reading, writing, arithme tic,
Spanish language, vocal music, agriculture for boys and needlework for girls. –
 Attendance in school was compulsory between the ages of 7 and 12.

American Regime

 Americans promoted democratic ideals and democratic way of life.

 A system of free and compulsory elementary education was established by the
Malolos Constitution.
 Schools maintained by the Spaniards during their occupation were closed, but were
reopened on August 29, 1898 by the Secretary of the Interior.
 first American school was established in Corregidor, and shortly after the capture of
Manila in 1899, 7 schools were opened in the city.

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 Training was done by the through the schools both public and secular manned by
the Chaplains and Military of the US Army.
 August 23, 1901 – Thomasites arrived in the country. The University of the
Philippines was founded on 1908. It was the first state school of university status
 The Department of Public Instruction set up three level school system; First Level
– a 4-year primary and 3-year intermediate elementary curriculum. (7-year
elementary curriculum) ; Second Level – a 4-year junior college ;Third Level – a 4-
year program.
 Free education in public schools was provided all over the country, in accordance
with the 1935 Const.
 Vocational Education and some household activities be like sewing, cooking and
farming were given importance.
 Education also emphasized nationalism.
 Good manners and discipline were taught to students.
 The institute of private education was established in order to observe private schools.
 Formal adult education was also given.

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Commonwealth Period

• 1942 EXECUTIVE ORDER NO. 134 (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 was taught
in schools. EXECUTIVE ORDER NO. 263 (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.
• EDUCATION ACT OF 1940 (C.A 586) – approved by the Philippine Assembly
which provides; • Reduction of the 7 year elementary course to 6 years. • Fixing the
school entrance age at 7 • National support for elementary education

Japanese Occupation

Aims of education during Japanese occupation;

 Make the people understand the position of the Phils. as a member of the East Asia
Co-Prosperity Sphere.
 Eradication of the idea of reliance upon Western States particularly the US and Great
Britain.
 Fostering a new Filipino culture based on the consciousness of the people as
Orientals. • Elevating the moral of the people giving up over-emphasis on
materialism.
 Diffusion of elementary education and promotion of vocation education.
 Striving for the diffusion of the Japanese language in the Philippines and the
termination of the use of English in schools.
 Developing in people the love of labor.

Post-Colonial

• Education aimed at full realization of the democratic ideals and way of life.
• The Civil Service Eligibility of teachers was made permanent pursuant to RA 1079
in June 15, 1954.
• A daily flag ceremony was made compulsory in all schools including the singing of
the National Anthem pursuant to RA 1265 approved on June 11, 1955.
• Curricular offerings in all schools, the life and works of Rizal shall be included in
all levels.
• Elementary education was nationalized and matriculation fees were abolished.
• Magna Carta for Teachers was passed into law.

• Integration of values to 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.
• NCCE – National College Entrance Examination was introduced
• Executive Order No. 117 – Pres. Cory Aquino renamed the Ministry of Education,
Culture and Sports (DECS) in 1987.

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• Creation of the Board for Professional Teachers.

• Replacement of PBET by LET.
• Transfer of authority of administering the LET from CSC and DECS to the Board
of Professional Teachers under PRC.
• Trifocalization of Educational System - DECS mandates basic education, TESDA
(TESD ACT OF 1994) mandates manpower training and CHED (Higher Ecuation
Act of 1944) who is responsible for higher education.
• RA 9155 – Basic Education Act of 2001.
• Values Education is offered as separate subject in New Secondary Elementar y
Curriculum.
• RA 10157 – Kindergarten Act
• RA 10533 – K to 12 Program.

Varied Goals of Education in Different Philippine Historical Period

• During the pre-colonial period, students were given vocational training but lesser
academics for them to become good parents.
• During the Spanish period, schools focused on religious formation to help them live
the Christian faith.
• During the American regime, we are educated to become good citizens of a democratic
country • During the Japanese occupation, love of labor was taught to us.
• 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 and self – discipline
4) scientific, technological and vocational efficiency.

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The Present Goals of Philippine Education (CHED, DepEd) Commission on Higher Education
• To produce thoughtful graduates imbued with
o values reflective of a humanist orientation (e.g. fundamental respect for
others as human beings with intrinsic rights, cultural rootedness,
avocation to serve)
o analytical and problem solving skills
o the ability to think things through the ethical and social implication of a
given source of action and
o the competency to learn continuously throughout life --- that will enable
them to live meaningfully in a complex, rapidly changing and globalized
world while engaging in their community and nation’s development
issues and concern.
• DepEd Vision We dream Filipinos Who passionately love their country And whose
values and competencies enables them to realize their full potential and contribute
meaningfully to building the nation…
• DepEd Mission To protect and promote the right of every Filipino to
quality,equitable,culture-based and complete basic education where: Students learn
in a child-friendly, gender sensitive, safe and motivating environment. Teachers
facilitate learning and constantly nurture every learner. Administrators and staff, as
stewards of the institution,ensure an enabling and supportive environment for
effective learning to happen. Family, Community and Other Stakeholders, are
actively engaged and share responsibility for developing life –long learners.
• The Present Goals of Philippine Education (CHED, DepEd) Core Values MAKA-
DIYOS MAKA-TAO MAKAKALIKASAN MAKABANSA

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Chapter 3: Social Science Theories and their Implications to Education

Intended Learning  Explain social science theories and their implication

Outcomes (ILO’s) to education
The major sociological perspectives on education fall nicely into the functional, conflict, and
symbolic interactionist approaches (Ballantine & Hammack, 2009).

Theoretical
Major assumptions
perspective

Education serves several functions for society. These include (a)

socialization, (b) social integration, (c) social placement, and (d) social and
Functionalism cultural innovation. Latent functions include child care, the establishme nt
of peer relationships, and lowering unemployment by keeping high school
students out of the full-time labor force.

Education promotes social inequality through the use of tracking and

standardized testing and the impact of its “hidden curriculum.” Schools
Conflict theory
differ widely in their funding and learning conditions, and this type of
inequality leads to learning disparities that reinforce social inequality.

This perspective focuses on social interaction in the classroom, on the

playground, and in other school venues. Specific research finds that social
Symbolic
interaction in schools affects the development of gender roles and that
interactionism
teachers’ expectations of pupils’ intellectual abilities affect how much
pupils learn.

The Functions of Education. Functional theory stresses the functions that education serves in
fulfilling a society’s various needs. Perhaps the most important function of education
is socialization. If children need to learn the norms, values, and skills they need to function in
society, then education is a primary vehicle for such learning. Schools teach the three Rs, as we
all know, but they also teach many of the society’s norms and values. In the United States, these
norms and values include respect for authority, patriotism (remember the Pledge of
Allegiance?), punctuality, individualism, and competition. Regarding these last two values,
American students from an early age compete as individuals over grades and other rewards.
The situation is quite the opposite in Japan, where, as we saw in , children learn the traditiona l
Japanese values of harmony and group belonging from their schooling (Schneider & Silver ma n,
2010). They learn to value their membership in their homeroom, or kumi, and are evaluated
more on their kumi’s performance than on their own individual performance. How well a
Japanese child’s kumi does is more important than how well the child does as an individual.

A second function of education is social integration. For a society to work, functionalists say,
people must subscribe to a common set of beliefs and values. As we saw, the development of
such common views was a goal of the system of free, compulsory education that developed in

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the 19th century. Thousands of immigrant children in the United States today are learning
English, U.S. history, and other subjects that help prepare them for the workforce and integrate
them into American life. Such integration is a major goal of the English-only movement, whose
advocates say that only English should be used to teach children whose native tongue is Spanish,
Vietnamese, or whatever other language their parents speak at home. Critics of this movement
say it slows down these children’s education and weakens their ethnic identity (Schildkra ut,
2005).

A third function of education is social placement. Beginning in grade school, students are
identified by teachers and other school officials either as bright and motivated or as less bright
and even educationally challenged. Depending on how they are identified, children are taught
at the level that is thought to suit them best. In this way they are prepared in the most appropriate
way possible for their later station in life. Whether this process works as well as it should is an
important issue, and we explore it further when we discuss school tracking shortly.
Social and cultural innovation is a fourth function of education. Our scientists cannot make
important scientific discoveries and our artists and thinkers cannot come up with great works
of art, poetry, and prose unless they have first been educated in the many subjects they need to
know for their chosen path.

The Functions of
Education

Schools ideally perform many important functions in modern society. These include
socialization, social integration, social placement, and social and cultural innovation.
Education also involves several latent functions, functions that are by-products of going to
school and receiving an education rather than a direct effect of the education itself. One of these
is child care. Once a child starts kindergarten and then first grade, for several hours a day the
child is taken care of for free. The establishment of peer relationships is another latent functio n
of schooling. Most of us met many of our friends while we were in school at whatever grade
level, and some of those friendships endure the rest of our lives. A final latent function of
education is that it keeps millions of high school students out of the full-time labor force. This
fact keeps the unemployment rate lower than it would be if they were in the labor force.

Education and Inequality. Conflict theory does not dispute most of the functions just
described. However, it does give some of them a different slant and talks about various ways in
which education perpetuates social inequality (Hill, Macrine, & Gabbard, 2010; Liston, 1990).

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One example involves the function of social placement. As most schools track their students
starting in grade school, the students thought by their teachers to be bright are placed in the
faster tracks (especially in reading and arithmetic), while the slower students are placed in the
slower tracks; in high school, three common tracks are the college track, vocational track, and
general track.

Such tracking does have its advantages; it helps ensure that bright students learn as much as
their abilities allow them, and it helps ensure that slower students are not taught over their heads.
But, conflict theorists say, tracking also helps perpetuate social inequality by locking students
into faster and lower tracks. Worse yet, several studies show that students’ social class and race
and ethnicity affect the track into which they are placed, even though their intellectual abilities
and potential should be the only things that matter: white, middle-class students are more likely
to be tracked “up,” while poorer students and students of color are more likely to be tracked
“down.” Once they are tracked, students learn more if they are tracked up and less if they are
tracked down. The latter tend to lose self-esteem and begin to think they have little academic
ability and thus do worse in school because they were tracked down. In this way, tracking is
thought to be good for those tracked up and bad for those tracked down. Conflict theorists thus
say that tracking perpetuates social inequality based on social class and race and ethnic ity
(Ansalone, 2006; Oakes, 2005).

Social inequality is also perpetuated through the widespread use of standardized tests. Critics
say these tests continue to be culturally biased, as they include questions whose answers are
most likely to be known by white, middle-class students, whose backgrounds have afforded
them various experiences that help them answer the questions. They also say that scores on
standardized tests reflect students’ socioeconomic status and experiences in addition to their
academic abilities. To the extent this critique is true, standardized tests perpetuate social
inequality (Grodsky, Warren, & Felts, 2008).

As we will see, schools in the United States also differ mightily in their resources, learning
conditions, and other aspects, all of which affect how much students can learn in them. Simply
put, schools are unequal, and their very inequality helps perpetuate inequality in the larger
society. Children going to the worst schools in urban areas face many more obstacles to their
learning than those going to well-funded schools in suburban areas. Their lack of learning helps
ensure they remain trapped in poverty and its related problems.
Conflict theorists also say that schooling teaches a hidden curriculum, by which they mean a
set of values and beliefs that support the status quo, including the existing social hierarchy
(Booher-Jennings, 2008) . Although no one plots this behind closed doors, our schoolchildre n
learn patriotic values and respect for authority from the books they read and from various
classroom activities.

Symbolic Interactionism and School Behavior. Symbolic interactionist studies of education

examine social interaction in the classroom, on the playground, and in other school venues.
These studies help us understand what happens in the schools themselves, but they also help us
understand how what occurs in school is relevant for the larger society. Some studies, for
example, show how children’s playground activities reinforce gender-role socialization. Girls
tend to play more cooperative games, while boys play more competitive sports (Thorne, 1993)
.

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Another body of research shows that teachers’ views about students can affect how much the
students learn. When teachers think students are smart, they tend to spend more time with them,
to call on them, and to praise them when they give the right answer. Not surprisingly these
students learn more because of their teachers’ behavior. But when teachers think students are
less bright, they tend to spend less time with them and act in a way that leads the students to
learn less. One of the first studies to find this example of a self-fulfilling prophecy was
conducted by Robert Rosenthal and Lenore Jacobson (1968). They tested a group of students at
the beginning of the school year and told their teachers which students were bright and which
were not. They tested the students again at the end of the school year; not surprisingly the bright
students had learned more during the year than the less bright ones. But it turned out that the
researchers had randomly decided which students would be designated bright and less bright.
Because the “bright” students learned more during the school year without actually being
brighter at the beginning, their teachers’ behavior must have been the reason. In fact, their
teachers did spend more time with them and praised them more often than was true for the “less
bright” students. To the extent this type of self-fulfilling prophecy occurs, it helps us understand
why tracking is bad for the students tracked down.

Research guided by the symbolic interactionist perspective suggests that teachers’ expectations
may influence how much their students learn. When teachers expect little of their students, their
students tend to learn less.
Other research focuses on how teachers treat girls and boys. Several studies from the 1970s
through the 1990s found that teachers call on boys more often and praise them more often
(American Association of University Women Educational Foundation, 1998; Jones & Dindia,
2004). Teachers did not do this consciously, but their behavior nonetheless sent an implic it
message to girls that math and science are not for girls and that they are not suited to do well in
these subjects. This body of research stimulated efforts to educate teachers about the ways in
which they may unwittingly send these messages and about strategies they could use to promote
greater interest and achievement by girls in math and science (Battey, Kafai, Nixon, & Kao,
2007).

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Name:_________________________________ Course,Yr&Sec:_______________

1. Make a table summary of the philosophies of education of the following Philosophe r

below:

Philosophy on aim/s and Classroom/ School

Philosopher
method/s of Education Application
John Locke
Herbert Spencer
John Dewey
George Counts
Theodore Brameld
Paolo Freire

2. Why was the focus of education different for different groups of people in different
places and at different periods in world history? What does this point to regarding
relationship of schools and society?

3. Given the different characteristics of the different periods in Philippines history, what
were the goals of education/ schools during the:
a. Pre colonial

b. Spanish period

c. American regime

d. Japanese regime and

e. Post-colonial period?

4. DepEd’s mission is “to protect and promote the right of every Filipino to quality,
equitable, cultured-based, and complete basic education”. Has the Philippine s
educational system from pre-colonial to present given equal access to quality, culture
based and complete basic education? Or was it a privilege of few? Explain your answe r

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