| Philosophical Thoughts on Education At the end of this Chapter, you’ should be able to discuss at least 6 philosophical thoughts on education. - Pi ees aeons: Leaning Outcomes: Te Sees fe A, Read this conversation then answer the question in the ANALYSIS. phase of this Lesson. Jn a Grade 3 Science class: Teacher : What is the function of the: mouth? Student ; To break the food into smaller pieces. Teacher : Very good! What about the stomach? Student : To digest the food. Teacher: Very good! Perfect! And the small intestines? Student: To absorb the food nutrients.‘The Teacher and the Community, School Culture and Organizational Leadership ES tel pees uElZ3 ‘ - What classroom scenario is/are being depicted by the comic strip and the teacher-student question and answer. a TA ec ees Isolated Facts and the Banking Method Depicted in the question and answer proceeding in class are a common classroom scenario. Most lessons are devoted to teacher asking low-level questions and studerits answering with what they memorized the night before. Teacher deposited these facts a ‘day before and withdraws them the next day. A perfect example of the banking system of education that Paulo Freire is very much against as it does not make the learner reflect and connect what he/she was taught to real life. _ We have nothing against facts. But isolated facts make no sense facts when combined with other facts (with further questioning from the teacher) help the learner see, meaning and connection to his/ her life. Example: The pupil learned that food is broken down into small pieces, which is digested by the stomach and is absorbed by the intestine. To connect the facts, teacher should ask more questions like: “What if the food is not chewed in the mouth, what happens to food in the stomach and to the stomach itself? What if the stomach fails to digest food from the mouth, what happens to the food in the small intestines? Will the: small intestines be able to absorb food, ete.?... . Below are summaries of thoughts of education philosophers on what should be taught and how learners should be taught. A. John Locke (1632-1704) : The Empiricist Educator + Acquife knowledge about the world through the senses)- learning’ ‘By doing and by interacting with the environment * Simple ideas become more complex through comparison, reflection and generalization- the * Questioned the long traditional view that knowledge’ came _ exclusively from literary sources, particularly the Greek and Latin classics + Opposed he eRaeGRtL of as theory which held that. the monarch had the right to be an unquestioned and absolute ruler but become, meaningful when seen in relation to other facts. These ~ wsChapter 1~ Philosophical Thoughts on Educxtion 3 over his subjects * Political order should be based upon a contract between the eople and the gc vernment Arto ot destined by birth to be rulers, People were | “xe peopl, fo establish their own government and select their own political | je govem- leaders from among themselves; civic education is necessary ment." What + People Should be educated to govern themselves intelligently and | goss this responsibly (Omstein, 1984) ‘mean? Wil : John Locke Comments: ‘ree? Justy + For John Locke education is not acquisition of knowledge | Yow ansiier contained in the Great Books: It is learners interacting with concrete experience, comparing and. reflecting on the same concrete experience, comparing. The learner is ‘an active|not a . passive agent of his/her own learning. * From the social ‘dimension, education is seeing ‘citizens participate actively and intelligently in ‘establishing their government and in choosing who will govern them from among themselves because they are convinced that no one person is destined to be ruler forever. * Why's ; ; Spencer's B, Herbert Spencer (1820-1903): Utilitarian Education educational * Spencer's concept of “survival of the fittest” means that human theory called development had gone through an evolistionary series of stages {from the simple to the complex and from the uniform to the more ‘specialized kind of activity. * ‘Social development had taken place according to ant evolutionary) process by which simple homogeneous societies had evolved to ‘more-complex_ societal systems characterized with humanistic and classical education. * Industrialized society require ‘vocational are ores \educatior based on scientific and practical (utilitarian) obje vather than on the very general educational goals associated with humanistic and classical education. + Curriculum should emphasize the practical, utilitarian and scientific subjects that helped human kind master the) + Was not inlined to rote learning; schooling must be related to life and to the activities needed to earn a living. « Curriculum must’ be arranged according to their contribution to val * Science and other subject that sustained human life and Prosperity should have curricular priority since it aids in the reece of life activities. pete Teads to SoGialiprogress: He who is fittest it survives. (Ornstein, 1984)‘The Teacher and the Community, School Culture and Organizational Leadership Comments: i cation of Spencer vs. General Education oT ee amie in a complex society, Spencer favors, specialized ‘education over that of general education. We are in need of social engineers who can combine harmoniously the findings of specialized knowledge. This is particularly true in the field of icine. . Fr expert who coricentrates 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 fittest Survives. Individual competition leads to social progress. The competition in class is what advocates of whole-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 highlighted words point to no competition for competition works against an emotionally safe environment, C, John Dewey (1859-1952): Learning through Experience * Education is a social process and 30 school is to the society that it serves. Childrenare socially active human beings who want to explore” their enviror and gain control over it. ° * Education is a social process by which the immature members of the gop, especially the children, are brought to participate in the society, 2g seal fa @ special environment established by members of ) Jor the purpose of simplifying, purifying and integrating the social experience of the group so that 1 nde etme and sed by so up so that if ean be understood, * The Dose of education i i M a y apaation is to contribute to the personal and 9 . steps of the scie fle or refle i . ; tentific tive method’ which are extremely Jmportant in Dewey's educational theory are as intimately related‘Chapter 1 ~ Philosophical Thoughts on Education follows, a »™ 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 leamer possesses the information or does research to acquire the information needed to solve the problem. »» The learner develops possible and tentative solutions that may solve the problem. » The learner tests the solutions by applying them’ to the problem. In this one way one discovers their validity for. oneself \ The fund of knowledge of the human race-past ideas, discoveries and inventions was to be used as the material for dealing with problems, This accumulated wisdom of cultural heritage has ‘to be tested: If it served human purposes, it becomes part of a reconstructed experience, ; @ school is social, scientific. and democratic. The school ntroduces children to society and their heritage. The: school as a miniature society is a means of bringing children into social sarticipation. : + The school is scientific in the sense that it is a social laboratory in which children and youth could test the idea aoe eey In here, the learner acquires the disposition and procedures associated with scientific or reflective thinking and acting. because the learner is free to test’ lues. Cultural heritage, customs and titutions are all subject to critical inquiry, investigation and reconstruction. ‘School should be used by all, it being a democratic institution, -No barrier of custom or prejudice segregate people. People ought to _ work together to solve common problems: The authoritarian or coercive style of administration and teaching is out of place because they block genuine inquiry and dialogue. ‘Education is a social. activity and the school is a social agency that helps shape human character and behavior. Valises are relative but sharing, cooperation, and democracy are significant human values that should be encouraged by schools. (Ornstein, A. 1984) Comments: ; ” ‘The Fund of Knowledge of the Human Race " * Dewey does not disregard the accumulated wisdom of the past. Thene past ideas, discoveries and inventions, our cultural‘The Teacher and the Community, School Culture and Organizational Leadership 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 are 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 learn by doing, e.g., conduct an experiment but 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, expérience democracy in schools. D. George Counts (1889- }-1974): Building a New Social Order * Education is not based on eternal truths but is relative to a particular society living at a given time and place, By allying themselves with groups that want to change society, scliools should cope with social change that arises from technology. There is a cultural lag’ between material progressiand social institutions and ethical values. : Instruction should incorporate a content of a socially usefils nature and a problem-solving methodology, Students are encouraged to work on problems that have social significance. * Schools become instrument for social improvement rather than an agency for preserving the status quo. + Teachers should lead society rather than follow it. Teachers are [agents of change. * Teachers are called on to’ make: important choices in the controversial dreas 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Chapter 4 ~ Philosophical Thoughts on Education the better not just change for the sake of change. Teachers are called to make decisions on controversial issues Not to make a decision is to actually making a decision. Like Dewey, problem solving, should be the dominant method for instruction, ; ca Lag Between Material Progress and Ethical Values Counts asserts that “there is a cultural lag between material progress and social institutions and ethical values.” Material progress of humankind is very evident but moral and ethical development seem to have lagged behind. A friend once wrote: “The Egyptians had their horses. Modern man has his jets but today it is still the same moral problems that plague humankind.” Indeed with science and technology, we have become very powerful and yet powerless. We have conquered a number of diseases and even postponed death for many, we have conquered aging, the planets, the seas but we have not conquered ourselves. E. Theodore Brameld (1904-1987) - Social Reconstructionism « As the name implies, ‘social reconstructionism/is a philosophy that emphasizes the reformation | of society. The social reconstructionists contend that: .. humankind has moved from an agricultural and rural society ¥6 an urban and téchnological society... there is a serious, lag in cultural adaptation to the realities of a technological society. | Humankind has yet to reconstruct its values in order to catch up with the changes in the technological order, and. organized UF cation has a major role to play in reducing the gap between the values of the culture and technology. (Omstein, 1984) So the social reconstructionist asserts that schools should: critically examine present culture and resolve inconsistencies, controversies and conflicts to build a new society just ‘change society... do more than reform the social and educational Status quo. It should seek to create a new society... Humankind is in,a ‘state of profound) cultural crisis. If schools reflect the dominant. social values... then organized education will merely transmit the social ills that are symptoms of the pervasive problems and afflictions that’ beset humankind... The only legitimate goal of a truly human education is to create a’ world’ in which people are in control of their own destiny. In an mera of nuclear weapons, the social reconstructionists see. an‘The Teacher and the Community, School Culture and Organizational Leadership urgent need for society to reconstruct itself before it destroys itself. (Ornstein, A. 1984) * Technological era is an era of interdependence and so education must be international in scope for global citizenship. For the social reconstructionists, education is designed ‘to awaken students’ consciousness about social problems and to engage them actively in problem solving”. (Ornstein, 1984) Social reconstructionists are firmly committed to equality or equity, in both society and education. Barriers of socio-economic class and racial discrimination should be eradicated. They also emphasize the idea of an interdependent world. The quality of life needs to be considered and enhanced on a global basis. (Ornstein, A. 1984) Comments: + Like John Dewey and George Counts, social reconstructionist Brameld believe in active problem- solving as the method of teaching and learning. * Social reconstructionists are convinced that education is not a privilege of the few but a right to be enjoyed by all. Education is a right that all citizens regardless of race and social status must enjoy. F, Paulo Freire (1921-1997) - Critical Pedagogy Critical Pedagogy and Dialogue vs. the Banking Model of Education * Paulo Freire, a critical theorist, like social reconstructionists, believed that systems must be changed to overcome oppression and improve human conditions. + Education and literacy are the vehicle for social change, In his 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. + Rather than “teaching as banking,” in which the educator deposits information into students’ heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent rl . * Teachers must not see themselves as the sole possessors of wledge and their students as emp tacles . He calls this pedagogical approach the “banking method? of education. + A democratic relationship between the teacher and her students‘Chapter 4 ~ Philosophical Thoughts on Education noe in order for the conscientization process to take Freire’s critical pedagogy is problem-posing education. A central element of Freire’s pedagogy is dialogue. It is love and respect that, allow us to engage people in 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. We develop a tolerant sensibility during the dialogue process, and it is only when we come to tolerate the points of view and ways of being of others that we might be able to learn from them and about ourselves in the process. Dialogue means the presence of equality, mutual — recognition, affirmation of people, a sense of solidarity with people, and remaining open to questions. Dialogue is the basis for'critical and problem-posing pedagogy, as opposed to banking education, where there is no discussion, only the imposition of the teacher’s ideas on the students. (Ornstein, 1984) Comment: + All of these education philosophers, point to the need of interacting with others and of creating a ‘community of inquiry’ as Charles Sanders Peircé put it. The community of inquiry is “a group of persons involved in inquiry, investigating ; more or less the same question or problem, and developing through their exchanges a better understanding both of the question as well as the probable solutions.” (Lee, 2010) A - community of inquiry will engage learners in active problem solving.The Teacher and the Community, ‘school Culture and Organizational Leadership 1. » Application Peary ‘The modern explosion of knowledge has led to an age of specialization with this concomitant quip: A specialist knows more and more about less and less. ‘An expert knows more and more about less and less until he or she knows everything about nothing. A related joke cleverly twists this saying: ‘A generalist knows less and less about more and more until he or she knows nothing about everything. Should schools produce generalists or specialists? Defend your answer. . Spencer is convinced that he who is most fit survives and so encouraged individual competition. Read this article about Singaporean education today and find out with whom you agree = Spencer’s individual competition or Singaporean educational system where competition is not encouraged. Learning is not a competition: No more 1*, 2" or last in class for primary and secondary students SINGAPORE - Whether a child finishes first or last will no longer be indicated in primary and secondary school report books from next year - a move which Education Minister Ong‘Ye Kung hopes will | . show students that “learning is not a competition”. : Report books will not just stop showing a student’s position in relation to class or cohort. The information to be dropped includes: “» Class and level mean ‘Minimum and maximum marks Underlining and/or colouring of failing marks Pass/fail for end-of-year result Mean subject grades Overall total marks LIRS (English plus five relevant subjects), L1R4, EMB3 (English, maths, best three subjects) and EMB1 for lower secondary levels The Ministry of Education (MOE) said on’ Friday (Sept 28) that the change is to allow each student to focus on his or her learning progress and discourage them from being overly concerned about comparisons. + From next year all examinations for Primary 1 and 2 piipils will also be removed, and whatever forms of assessment they have will not count towards an overall grade. # Amelia Teng Education Correspondent ‘Facebookiwitter Em: ' ‘Sep 28, 2018, 2:00 pm SGTChapter { ~ Philosophical Thoughts on Education 3. The following is an excerpt of the keynote Address. of Senator Shahani before the National Academy of Science and Technology at its 15 Annual Scientific. Meeting, 7 July 1993, Manila. Read it, Underline those parts that emphasize development in moral and ethical values as most necessary to effect change. Do you agree with her thoughts in these underlined sentences? Keynote Address of Senator Shahani before the National Academy of Science and Technology at its 15th Annual Scientific Meeting, 7 July 1993, Manila. 5 In essence, the Moral Recovery Program is a movement which aims to mobilize Filipinos for nation-building through practical exercise of human values in our daily lives as citizens, and to awaken us to the power of these values in achieving our individual and national goals. Those values are free of charge; we do not have to borrow, nor to beg regularly and constantly from the outside world to obtain them;-twe only have to look inward, internalize these’ values for our own self transformation, then externalize them for our individual lives and for building our nation, To use current terminology, the Moral Recovery Program seeks to empower people - the poor, the middle-class and the rich - trough the sustained application of human values and virtues to overcome our problems and build our country in accordance witl! our collective vision. We can also see the Program as an attempt to complete the complex picture of nationalism. Jf nation-building has its, political, economic and cultural dimensions, it also has its moral cind ethical imperative. This imperative is a most compelling dimension of nation-building. It goes beyond mere legislation of anti-graft measures or Congressional investigations of wrongdoing in the Government, We need to go back to the basics and ask the fundamental questions: what is our vision of ourselves and of Filipino society? how do we achieve that vision despite overwhelming odds? what key values are needed to attain our goals? I submit that this vision and the strategies and political will needed to realize it should constitute the main framework to build tllis nation. Nothing less will do. This combination of vision and action is the key to our national sunrival, rebirth and renewal. In this context, the Moral Recovery Program becomes a major ingredient of an alternative strategy for national development. Ethics and Politics ‘The close interrelationship between ethics and politics is obvious in our many problems -our large foreign debt; the state of permanent disrepair of our roads and public toilets; graft and corruption in Government; the perennial squabbling and intramurals between Government’ bodies; ‘and bureaucratic inefficiency. Chronic problems in ‘such vital areas as agriculture and industry, rural development and land reform could be overcome if some of the values such as love of country, discipline, honesty, accountability and teamwork were practiced on a daily basis . in Government offices and political circles, as. well as by the people themselves.12 “The Teacher and the Community, School Culture and Organizational Leadership Vision The over-all vision I have for our country has the following essential elements: reverence for all forms of life and the primacy of human values; a priority given to cultivation of the spiritual and cultural life o the nation; the democratization of power, resources and wealth; the right combination of a free market economy and Government intervention in appropriate areas at appropriate stages to provide for the basic needs of its citizens; a Government which works for the good of the people, the development of our agricultural resources and an environmentally * conscious industrialization plan; a well-implemented agrarian reform program; respect for human rights, including the rights of women; and an independent foreign policy within the framework of global cooperation. In other words, we should have a vision which represents strong combination of human dignity, sustainable dévelopment and appropriate economic growth; national interest; and global orientation, A tall order indeed, but a vision must inspire over the long-term, shed light in the midst of darkness and make possible the seemingly impossible. : Individual and National Transformation At this point, we come to the question: what is to be transformed or changed- the structures of society or the individual? In my view, both should, be transformed, each dynamically affecting the other, but the starting point is always the individual, or a group of individuals within institutions. The empowerment of the poor must come from the poor themselves; the poor must help themselves; others can only help them to help themselves. There is a welcome opportunity in this country to. help empower the poor, and such empowerment is vital to the creation of more Just social and economic structures, Human Values; Powerful Building Blocks It is obvious from what I have Said that human values are powerful building blocks in the development of a nation. Yet the non-economic and non-budgetary dimensions of progress and growth, ie, the moral and Greultural elements, have been conveniently overlooked or disregarded by the learned technocrats and theoreticians of development perhaps to make way for smootJ1, non-controversial discussions of the development process. The technocratic and neutral language of development, which has evolved from the agenda of international institutions, has eclipsed tlle moral choices which have to be made in the development process, Terms like equity, social justice, distributive justice when repeated over and over again without any explanation of the painful ethical choices which have to be made by individuals and governments in order to achieve them cannot touch the hearts and minds of the popular, the rich, the middle-class and the poor, on whom the burden of transformation rests. Development is, after all, a grassroots-oriented process and a challenge in mass mobilization, for the people and not for political expediency.Chepter 1 - Philosophical Thoughts on Education 4, “If you cannot biing the leamers to the world, bring the world to the classroom,” Will this go with John Dewey’s philosophy of education: Explain your answer, : 5. Considering DepEd mission statement “to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education” can we say that Philippine educational system is in a sense equitable? What actions and what recent , legislations are proofs that the Philippines gives equal access to quality education to its citizens? 6. Is free tertiary education really pro-poor in the sense that it is the poor who are indeed benefited? Justify your answer. 7. Freire opposed the banking method of education and favored __ctitical pedagogy. Why? The banking method is characterized as a vertical relationship while critical pedagogy is characterized by a horizontal type’ of relationship. Be guided by the Figure below. teacher 4 Student . teacher + student John Locke — the empiricist : - « Education is not acquisition of knowledge coritained in the Classics. It is learners interacting with concrete experience. The learner is an active not a passive agent of his / her own learning. = From the social dimension, education is seeing citizens participate actively and intelligently in establishing their government and in Choosing who will govern them from among themselves. They are of the thinking that no one person is destined to be ruler forever. This is in keeping with the Anti-Political Dynasty Bill. Spencer - the ufilitarianist , * To survive in a complex’ society, Spencer favors specialized education over that. of gerieral education. « "The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence of things. he becomes 'a man who knows eye and more about less and less. We must be warmed ofthe early peril of over-specialism. Of course we do not prefer the other extreme,44 “Tho Teacher andthe Communly, Schoo! Gulture and Organizational Leadership the superficial person who every day knows less and less about more and more, 7 | Who is fittest survives. Individual competition leads to social progress. ‘The competition in class is what advocates of whole-child approach and Socio-emotional Learning (SEL) atmosphere approach and Socio- emotional Learning (SEL) atmosphere and Socio-emotional Learning (SEL) atmosphere negate. The whole child approach, a powerful tool for SEL- 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 highlighted words - emotionally safe and caring adults point to no competition for competition works: against an emotionally safe environment. “ Johin Dewey ~ experience + Dewey does not disregard the accumulated wisdom of he 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 are 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 learn by doing, e.g., conduct an experiment but ‘one who can connect accumulated wisdom of the past to the present. Schools are for the people and by the people. Schools are a democratic institution 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 experienc democracy in schools. : + George Counts — Building a new social order 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. Problem-solving, like Dewey, should be the dominant method . for instruction. “There is a cultutal lag between material progress and social institutions and ethical values.” Material progress of humankind. is very evident but moral and ethical development seem to have lagged behind. is very evident but ice { aa h ut moral, and ethical development seem to have laggedChapter 1 - Philosophical Thoughts on Education Theodore Brameld— the Social Reconstructionist * Social reconstructionists critically examine present culture ane resolve inconsistencies, controversies and conflicts to build a néw society not just change society. + Technological era is an era of interdependence and so education must be international in scope for global citizenship. Paulo Freire — Critical pedagogy vs. Banking method + Employ critical pedagogy and dialogue in contrast to the banking system of education. * Learners are not empty receptacles to be filled. (| 1. Explain in a sentence why each education philosopher was associated with these given words: ; a) John Locke - the empiricist b) Spencer - the utilitarianist o) John Dewey — experience d) George Counts - Building a new social order ) Theodore Brameld - the Social Reconstructionist ) Paulo Freire - Critical pedagogy vs. Banking method Check for Understanding 2, Make a table summary of the philosophies of education. Philosopher Philosophy on Aimmis and ClassroomiSchool Methodis of education Application‘The Teacher and the Community, School Culture and Organizational Leadership 16 oe DESI: Ri Double Entry Journal Two Things | Learned from this Chapter My Thoughts or Reaction/s 4 (eens 1, Which is NOT TRUE of social reconstructionists? A. Use of problem-solving B, Study of the Great Books C. School as an agent of change D. Introduce a new society . . 2. Which teaching practice goes with the “banking system’of education which was contrary to Paulo Freire’s educational thought? A. Rote memorization B. Project-based learning C. Problem-based learning D. ‘Community of inquiry 3. For which teaching will social reconstructionists be? A. Stress on isolationism B. Inequality and inequity as normal for an international society C. Building of an interdependent world that is international in scope D. Narrow concept of nationalismChapter 1 — Philosophical Thoughts on Education ' ' : 4. Why is Spencer's educational thought described as utilitarian? A. He emphasized vocational and professional education based on scientific and practical. B. He stressed om general educational goals associated with humanistic and classical education. C. He stressed a balance of specialized and general education in the curriculum. D. He eliminated the vocational and professional education component of the curriculum. 5. For which educational practice was John Dewey? A. Problem-solving B. Banking method C. Emphasis on the Humanities D. Teaching of the Classics F ft & :CHAPTER } Historical Foundation of Education intended Learning Outcomes: At the end of this Chapter, you should be able to: state the relationship of society and schools prove that schools transmit cultural values by stating facts from education history in the world and in the Philippines explain the meaning of socialization as a function’ of schools nase) Read the quote from the famous John Dewey then answer the following questions: “When a . school introduces and trains each child \of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious.” : i ~John DeweyChapter 2 ~ Historical Foundation of Education ' Eo LENG Tey Answer the following questions: 1, What is the function of schools according to John Dewey's statement? 2. Who creates schools? ' 3, What is the relationship between schools and society? a PNR ene ers eated by. society. Education or school is an’ institution or Education is a function of society and as such arises from the nature and character of society itself. Society seeks to preserve itself rnd to do this it maintains its functions and institutions, one of ‘which is education, to assure its survival, stabilityand convenience. ‘As John Dewey claimed, it is the school that “introduces and traing each child of society into membership within such a litte vvnaminity, saturating him with the spirit of service, and providing fommith tne instraments of effective self-direcion...” When schools vim ed to do this, in the words of Dewey “we shall have the deepest and best guaranty of a larger society which is worthy, harmonious, and lovely. « . "his is called the socialization process. Socialization is the process of learning the roles, statuses and values necessary for participation in social institutions...” (Brinkerhoff, D., 1989) Socialization is a lifelong process. It occurs primarily during early childhood but as we progress from infancy to old age we shed cay cvand adopt new ones. Role learning that prepares Ye for cre roles is termed anticipatory socialization. (Brinkerhoff, D., 1980) Because of anticipatory socialization most of us are more or Teas prepared for our future roles like spouse, parent, professional teacher. The family is the most important agent of socialization. Psychology tells us that the self-concept formed during childhood has lasting consequences. Besides, “the parents’ religion, social class and ethnicity \jnfluence the child’s social roles and self -concept which in turn influence the expectations that others have for the ith which the child will i armine the groups wit child, and they determine the | interact outside the family’. (Brinkerhoff, D., 1989)“The Teacher and the Community, School Culture and Organizational Leadership ‘The school is also an important agent of socialization. It is an, institution charged by society to impart specific knowledge and skills necessary for functioning in a society. They are also charged with the task of transmitting society’s cultural values. The next part of this Chiapter is devoted to how schools (formal or informal) did their task as agents of socialization in different periods of history. ‘ Education in Primitive Society Brinkerhoof (1989) explains further: In primitive societies, preliterate persons faced the problem of survival in an environment that pitted them against natural forces and wild animals, To survive, human beings needed food, shelter, warmth and ‘clothing, To transform a hostile environment into one that’ is life-sustaining, humankind developed life skills that eventually became cultural patterns. ‘These life skills included 1) tool or instrument making, 2) adherence to the moral behavior code of group life and 3) language. Early humankind found security in group life based on kinship and tribal patterns. Life in the human group was educational as children observed and learned from the elders and as they were Geliberately taught by their parents and elders. For these cultural patterns to continue, the adults had to teach these skills and values to their children. This is socialization, a function of education in society. Socialization is the process by which individuals internalize the norms and values of society and so social and eultural continuity are attained, This is also informal’ education in action. As abstract thinkers, human beings could create, use and manipulate symbols. They could communicate with one another through gestures, sounds and words. These symbols were expressed in signs, pictographs, letters. The creation and introdtiction of oral and writen language made a great leap on literacy which in tum had tremendous educational consequences which citizens of a civilized society like netizens of the 21" century now enjoy. f |Chapter 2 - Historleal Foundation of Education Key Periods in Educational History Below are key periods in eduicational history from 7000 B.C. to AD 1600. Study the table thoroughly. The notes should make you see that education and school are a function of society and schools reflect the nature and character of society itself, What society considers important is what education focuses’ on to preserve society. Table 1. Points of Emphasis on Education in History Key Periods in Educational History, 1000 BC to A.D. 1600 and military skis Historical | Educational] Curriculum ‘Agents influences Group or _| Goals ‘on Western Period Education Primitive To teach group | Practical skills of | Parents, tribal Emphasis on the societies survival skils;to | hunting, fishing, | elders, and priests _ role of informal 7000B.C.—, | cultivate group | food gathering education in 5000B.C.. | cohesiveness _| stories, myths, transmission of , «| songs, poems, skills and values dances Greek To cultivate civic | Athenian: reading, | Athens: private | Athens: The 4600 B.C. — | responsibilty and | writing, arithmetic, | teachers and concept of the 300 B.C. identity with city- | drama, music, | schools; Sophists; | well-rounded, state; physical educa- | philosophers liberally educated " tion, literature, person Athenian: to poetry Sparta: military develop well- teachers, drill ser- | Sparta: The, rounded person | Spartan: drill, geants * concept of the military songs and military state Spartan: to tactics develop soldiers ‘ and military leaders Roman To develop Reading, writing, | Private schools and | Emphasis on 750B.C.- | sense ofcivic | arithmetic, Laws | teachers; schools of | abilty to use AD. 450 responsibilty | | of Twelve Tables, | rhetoric education for republic and _| law, philosophy for practical then empire; administrative to develop skills; relating administrative ‘education to civic responsiblityThe Teacher and the Community, pa School Gullure and Organtzallonal Leadership 22 Historical | Educational Curriculum Agents Influences Group or | Goals on Wester’ Period Education Arabic To cultivate Reading, writing, | Mosques; court —_| Arabic numerals) AD. 700— | religious mathematics, | schools and computation; ‘AD. 1350 | commitment to | religious literature; re-entry of Islamic beliefs; | scientific studies classical to develop materials on exparise in science and mathemalics, medicine medicine, and science Medieval |Todevelop _, | Reading, writing, | Parish, chantry, and | Establishing AD.500— | religious arithmetic, liberal | cathedral schools; | the structure, AD.1400 . commitment, | arts; philosophy, | universities; appren- | content, and knowledge, and | theology; crafts; | ticeship; knighthood | organization of +) ritual to re- military tactics and the university as establish social | chivalry ‘a major institution order; to prepare of higher educa- persons for tion; the institu appropriate roles tionalization and preservation of knowledge Renaissance |To cultivate 2 | Lalin, Greek, Classical humanist | An emphasis AD.1350— | humanist who | classical literature, | educators and * | on literary AD. 1500 | was expert in the | poetry, art schools such as _| knowledge, classies—Greek lycee, aymnasium, | excellence, and Latin; fo Latin grammar | and style as prepare courtiers school expressed for service to in classical dynastic leaders literature; a two- track system of schools Reformation | To cuttatea | Reading, writing, | Vernacular elemen- | A commitment AD. 1500— | sense of com- | arithmelic, cale- | tary schools for the | to universal AD. 1600 | mitment toa par- | chism, religious | masses; classical | education to ticular religious | concepts and | schools for the _| provide literacy to denomination; to | ritual; Latinand | upper classes, the masses; the cultivate general | Greek; theology origins of school literacy D systems with supervision to : ensure doctrinal conformityChapter 2~ Historical Foundation of Education In primitive societies survival against natural forces was the need and so what were taught were survival skills and values to cultivate group cohesiveness. For the Athenjan in ancient Greece, what mattered most in education was the rounded development of every individual while for 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 as citizens of the Roman Empire. 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 religious 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. : The History of the Philippine’ Educational System Let us also see how the nature and character of Philippine society are reflected in the education process in-different periods of Philippine history, ‘As you study the summary of the Philippine educational system, just remember this sociological concept, which is the focus of this Chapter - that education is a function of society and as such what are taught in schools arise from the nature and character of society itself. What society considers important is what schools teach. Be ready to answer this question at the end: What was/were the.focus/foci of education or schools during the: 1) pre- colonial, period, 2) Spanish period, 3) American regime, 4) Japanese occupation and 5) post-colonial period.‘The Teacher and the Communly, Schoo! Culture and Organizational Leadership e \Rasaiaeaa a nian cae SE Education during the Pre-colonial period Education was informal and unstructured, decentralizeg, Fathers taught their sons how to look for food and other means of ‘ livelihood, Mothers taught their girls to do the household chores, ‘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. in nature. Tribal tutors of the pre-Spanish period were replaced by Spanish ' missionaries.’ Pupils attended formal schooling’ in the parochial school. Instruction was Religion-oriented. Christian q doctrines, sacred songs and music and prayers were taught because they were required for confession and communion. There was a separate school for boys and girls. Wealthy Filipinos or the ilustrados were accommodated in the schools. The Educational Decree of 1863 * This law gave Filipinos a complete system of education from elementary to the collegiate level. The law provided for the establishment of the elementary schools in all municipalities in the country. Although. religion was -the core of the curriculum, the curriculum included -subjects reading, writing, arithmetic, “history Christian doctrine, Spanish language, vocal music, agriculture’ for the boys and needlework for the girls. Attendance in’ school’ wag ' compulsory between the ages of seven and twelve. Education during the American Regime 1898-1946 The Americans promoted democratic ideals and the democratic way of life, The schools maintained by the Spaniards for more than three centuries were closed but were reopened on August 29, 1898 . by the Secretary of the Interior. A system of fre and cémpulsory clementary education was established by the Malolos Constitution - (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.Chapter 2 - Historical Foundation of Education Training was done through the schools both public and secular manned by Chaplains and Military Officers of the US Army. Thomasites arrived in the Philippines on August 23, 1901. - The University of the Philippines was founded in 1908. UP was the first state school of university status. The Department of Public Instruction set up a three level school system. The first level considered a four-year primary and three-year intermediate or seven-year elementary curriculum. The second level was a four-year junior college and later a four year program. The Commonwealth Period (1935-1942) ~ Free education in public schools was provided all over thee country, in accordance with the 1935 Constitution. - Vocational education and some. household activities like sewing, cooking; and farming were diso 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 private education was established in order to observe private schools. Z ~ 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 otherwise known as the Quezon Code of Ethics was taught in schools. - Executive Order No. 263 in (1940)-required the teaching of the Filipino, national language in the senior year of all high schools and in all years in the normal schools. The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940, which provided for the following: . 1.4 ' - Reduction of the 7 year elementary course to 6 years ~ Fixing the school entrance age at 7 = National support for elementary education“Tho Teacher andthe Community, Schoo! Cuilure and Organizational Leadership — Compulsory attendance of primary children enrolled in Grade I = 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 the Japanese language in. the Philippines and the termination of the use of English in schools 7 ~ 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 in June 15, 1954, A daily flag ceremony was made compulsory in alll schools including the singing of the National Anthem purstiant to R.A. 1265 approved on June 11, 1955, Curricular offerings in all schools, the life, the works and ‘writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo shall be included in all levels, Elementary education was national; n were abolished. — Magna Carta f a . RA AGT eachers was passed iito law by virtue of ized and matriculation feesPU aS Chapter 2 — Historical Foundation of Education The fundamental aims of education in the 1973 Constitution are: - foster love of country - teach the duties of citizenship - develop moral character, self-discipline and scientific, technological and vocational efficiency * Other Developments | integration of values in all learning areas emphasis on mastery learning YDT and CAT introduced as new courses Media of Instruction- Bilingual Education Policy: Mandates the use of English and Filipino separately as media of instruction in schools. Education Act of 1982 - created the Ministry of Education, Culture and Sports. NCEE - National College Entrance Examination introduced ~ Executive Order No.117 - President Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987 : Creation of the Board for Professional Teachers 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 7 ‘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 Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provide the overall framework for (i) school head empowerment by strengthening their leadership roles and (i) 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,"The Teacher and the Community, School Culure and Orgenizational Leadership ~ Govefnance of Basic Education Act (R.A. 9155); WAS passed renaming the DECS to DepEd and redefining the role of fieg offices which include the regional offices, division offices, distrig, offices and schools = Values Education is offered as a separate subject in. Nga and integrated in all subject areas in both curricula - Implementation of New Secondary Education Curriculum (NSEC) - RA. 10157, Jan 20, 2012 - Kindergarten Act, an aot institutionalizing the kindergarten education into the basic education system Z - K to 12 Program (RA 10533), May 18, 2013 - The K to 19 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS}) to provide sufficient time, for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills. development, employment, and entrepreneurship. The Varied Goals of Education in Different Historical Periods of Philippine history 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 religious formation to help them live the Christian faith. The American regime educated the Filipinos to become good ‘citizens of a democratic country while the 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: :Chapter 2— Historical Foundation of Education To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g. fundamental respect for others as human beings with intrinsic rights, cultural rootedness, avocation to serve;) 2) analytical and problem solving skills; 3) the ability to think things through the ethical and social implication of a given source of action; and 4) the competency to learn continuously throughout life -- that will enable them to live meaningfully in a complex, rapidly changing and globalized world while engaging (in) their community and the nation’s development issues and concern. - Commission on Higher Education The Department of Education has the following vision, mission and core values: of The DepEd Vision ' We dream of Filipinos who passionately love their country and whose values and competencies ‘enable them to realize their full potential and contribute meaningfully to building the nation... The DepEd Mission To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. ‘Teachers facilitate learning and constantly nurture every Jearner., ‘ ‘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 respousibility for developing life-long learners.The Teacher and the Communily, Schoo! Culture and Organizational Leadership Our Core Values Maka-Diyos Maka-tao Makakalikasan Makabansa The Importance of Studying History of Education Why do we have to bother with the educational goals of the past which is past and so we can no longer undo? Dewey explains why a study of the history of education is valuable: 1. Educational issues and problems are often rooted in the past; the study of educational history can help us to understand and solve today’s problems, 2. Realistic effort to reform education begin 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 and illuminates our present activities as teachers. Lee oa 1, 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? 2. Given the different characteristics ‘of the different periods in Philippine history, what were the goals of education /schools during the: i a) pre-colonial, b) Spanish period, ©) American regime, d) Japanese regime and e) post-colonial period?Chapter 2 — Historical Foundation of Education 3, Was equal access to quality education met during the: a) pre-colonial, ‘b) Spanish period, c) American regime d) Japanese regime and ¢) post-colonial period up to the present? \ 4, DepEd’s mission is “to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education.” Has the Philippine educational system from pre-colonial to present given equal access to quality, culture- based and complete basic education? Or was it a privilege of a few? Explain your answer. 5, Read the article below. What does job-skills mismatch imply about the relevance of schools to present society? Are schools effective agents of socialization in preparing Filipino graduates for their job roles? ‘DOLE urged to address job-skills mismatch Published June 19, 2018, By Vanne Elaine Terrazola Senator Joel Villanueva on Tuesday prodded the Department of Labor and Employment (DOLE) and other concemed agencies to report on the status of its programs aimed at addressing job-skills mismatch. Sen. Joel Villanueva (Senate of the Philippines Facebook page / MANILA BULLETIN) Villanueva, chairperson of the Senate committee on labor, employment, and human rescurces development, made the appeal as he called anew on the government to make sure that the workers who will be employed under the “Build, Build, Build” infrastructure program are skills-ready. “It has been our consistent call on the concerned government agencies — Commission on Higher Education (CHED), Department of Labor and Employment (DOLE), Department of Education (DepEd), and Technical Education and Skills Development Authority (TESDA) — to up-skill our workers and address the problem’ of job-skills mismatch which becomes imperative with the implementation of the administration's Build-Build-Build program,” Villanueva said in a statement. ~‘Tho Teacher and the Community, School Culture and Organizational Leadership rt aie bene eile, ee et 6, Education is’ a function of society. Considering the positive ang negative elements of 21" Century society: + state the educational goals that 21* Century schools: should pursue; describe the ideal 21" Century graduate; and + describe the education delivery mode, Will the survival skills taught in primitive societies suffice for. the citizens of a 21% Century world? SEN ES Education and school are a function and a creation of society. Goals in education reflect what society considers as necessary for survival, stability and convenience. A study of the history of education in the world and in the Philippines helps us see what societies in the past considered important and enables us to appreciate the present which is a product of the past. * Schools ate agents of socialization, They prepare individuals for their varied roles in society. Pee ACM eeu) 1, society and schools. 2. What is meant by socialization as a function of schools? 3. Can’ school change the socializing’ effect of family, the primary agent of socialization? Can an excellent school undo the socializing effect of an extremely deprived home? 4. In the Philippines, was education a privilege enjoyed by all” Filipinos since the pre-colonial period? Why or why not? 5. Was the National College Entrance .Exdinination (NCEE) in In not more than two sentences, state the ‘relationship of support of equal access to quality education? Why was.it’ abolished when it did exactly what Filipinos then’ wanted? _ 2s |Chapter 2 Historical Foundation of Education et's Reflect 1. Should college education be for all? Or should it be given only | to those who are intellectually capable of college education? ~ Those who are not should be directed to technical education. Isn't giving access to college education for one who is not intellectually capable a waste of time and resources? + Was. that not the very purpose of the National College Entrance Examination then - to redirect to techvoc courses those who were not capable of a college course? Write your reflections. y . Should we bring back the NCEE? Why or why not? 2 . OF the developments in Philippine education in the post- colonial period, which to you is most important? ou Gs 1. In the Philippines, education from elementary to secondary education is free. What law made tertiary: education free? Research on the tertiary education of other countries. Is it also free, or “only in the Philippines?” Share your findings in class. 2, .Life skills were taught to’ primitive society. Are these, life skills for primitive society the same lifé skills for the 21st Century? Find out‘The Teacher and the Community, Schoo! Culture and Organizational Leadership 1, Education is a function of society. What does this imply? 1. Citizens are taught what society considered most important, Il. Society determines curriculum to be taught. IHL. Those in education taught what they believed should be taught regardless of society’s need. A. Tonly : ¢. Hand Il B. 1 and Il D. Ill only 2, If education is a function of society then it has to be A, relevant C. for a selected few B. complete D. free 3, Complete the analogy. Athenian education: well -rounded development of individuals’ Spartan education: A. military training B, religious formation C. liberally educated D. wholistically developed person 4, While the Japanese taught the Filipinos love for labor, the Americans taught the Filipino A. citizenship in a democratic country B. survival skills ©. love for country D. dignity of labor 5, Schools are tasked for socialization. Which is a CORRECT explanation of socialization? A. Developing the young to become Socialite B. Learning the roles, ‘statuses and values necessary for participation in society, C. Developing speaking and relating skills D, Developing the socialite to remain forever youngSocial Science Theories and Their Implications to Education VA Intended Learning Outcome: U2 At the end of the Chapter, the students must be able to explain three social science theories and their implications to education. ces ter 3 Sociologists today employ three primary theoretical perspectives: the functionalist petspective, the conflict perspective and the symbolic interactionist perspective. Thése perspectives offer sociologists theoretical paradigms for explaining how . society influences people, and how people influence society. - Bach perspective uniquely’ conceptualizes society, Social forces, and human behavior. Sing this song: Dem Bones [Refer to https:/ /www.youtube.com/watch?v-for the melody) Dem bones, dem bones, dem dry bones, Dem bones, dem bones, dem dry bones, Dem bones, dem bones, dem dry bones, Now shake dem skeleton bones! ‘The toe bone’s connected to the foot bone, ‘The foot bone’s connected to the ankle bone, ‘The ankle bone’s connected to the leg bone, Now shake dem skeleton bones! ' 35Community, Schoo! Cullure and Organizational Leadership i ‘The Teacher and the | | } bone, i ‘The leg bone’s connected to the knee { whe ieece bone’s connected to the thigh bone, The thigh bone’s connected to the hip bone, Now shake dem skeleton bones! Dem bones, dem bones, dem dry bones, Dem bones, dem bones, demi dry bones, j Dem bones, dem bones, dem dry bones, ; Now shake dem skeleton bones! ‘The hip bone’s connected to the back bone ‘The back bone’s connected to the neck bone, ‘The neck bone’s connected to the head bone, Now shake dem skeleton bones! i j The finger bone’s connected to the hand bone, The hand bone’s connected to the arm bone, ‘The arm bone’s connected to the shoulder bone, Now shake dem skeleton bones! Dem bones, dem bones gonna walk around Dem bones, dem bones, gonna walk around + Dem bones, dem bores, gonna walk around Now, shake dem skeleton bones! 2, a) Choose any object in the room to symbolize your care for some- one. Keep the meaning to yourself. Give that symbol to someone in class. b) Ask that someone for the meaning he/she gave to your symbol. Is it the same meaning that you originally gave? 4 7 | 3H Analyze the Song 1, According to the song what are connected? 2. What do you expect if these bones are connected? Does malfunc- tioning of one bone affect the other bone? 3.. In Activity #2 was the meaning that you gave to your symbol the same with the meaning that the receiver gave? If not, how did this affect you? Do you feel you were misunderstood?_ their homework which may result to an increase of non-performing | Chapter 3 ~ Social Science Theorles and Their Implications to Education The Dem Bones song introduces us to one of the -3 social theories we shall learn in this Chapter, the functionalist theory. , Three Social Theories 4) 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 the human body has many parts, society has different but interrelated components such as the family, the state, the school, 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 society does not do its part, society will not function well. The overall health of the organism (society) depends upon the health of each structure, This is exactly the message of the song, Dem Bone..The bones are interconnected. Each has a unique function, For instance, there is peace, stability, equilibrium and harmony in society if families do their part in bringing forth children, amurturing and socializing them; if education or. schools effectively transmit knowledge, skills and values; if politics governs citizens well; if economics takes care of food. production, distribution of goods and services and if religion strengthens the moral fiber of the members of society. Failure, of one social institution to do its part means disruption of stability' in society. For example, the rise of single parent and dual earner families means families have less time or sometimes no more time left for the supervision of children in students in school. ' In a high tech world, educational institution must teach adults the new skills to relate to the tech-savvy young and: the world and to be more effective in the workplace. With more women in the workplace, policies against sexual harassment and discrimination were formulated. The Cybercrime Act of 2012 came about to address legal issues concerning online interactions and the internet in the Philippines. The functionalist theory of education focuses on how education serves the need of society through’ the development of skills‘The Teacher and the Community, School Cullure and Organizational Leadérship encouraging social cohesion. The role of schools is to prepare students for participation in the institutions of society. Education is concerned with transmission of core values for social control, Education is concerned with socializing people by bringing together people from different backgrounds. The functionalist theory is focused on social stability and solidarity. Functionalists see education as a beneficial contribution to an ordered society Functionalism’ does not encourage people to take an active” role in changing their social environment, even when such change may benefit them. Instead, functionalism sees active social change as undesirable because the various parts of society will compensate naturally for any problems that may arise. For example, schools can compensate for the lack of time and the lack of parental advice from home. Purposes of Schooling according to Functionalists The purposes of schooling according to the functionalist theory 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 4) Social purposes - promote a sense of social and ‘moral responsibility; serve as a site for the solution or resolution oft: social problems; supplement the efforts of other institutions of socialization such as the family and the church An examination of the present curricula in basic and in tertiary - education shows that these 4 functions are given attention to. 2. Conflict Theory groups where inequality exists: racial, ‘gender, religious, political, coually pend $0 on. Conflict theorists note that unequal groups usually have conflicting values and. agendas, causing them to compete against one another. This constant competition between groups forms the basis for the ever-changing nature of society. oe :Chapter 3 Social Science Theories and Their Implications to Education The factory workers want change - better working conditions, higher salaries. The factory owners naturally are opposed to such. ‘The resolution of the conflict, however, leads to a compromise, a change in the way the factory is managed where both workers: and owners are happy. Z How Proponents of Conflict Theory Regard Education According to the conflict theory, education is not truly a social benefit or opportunity as seen by the functionalists. Rather, education is a powerful means of ‘maintaining power structures and creating a docile work force for capitalism. The purpose of education js to maintain social inequality and to preserve the power of those who dominate society and teach those in the working class to accept their position as a lower class worker of society. Conflict theorists call this the “hidden curriculum”. The “hidden” curriculum socializes young people into obedience and conformity for them to be developed as docile workers. . ‘ Functionalists disagree strongly. They assert that if schools teach adherence to policies, obedience to rilles, respect for persons including authorities, punctuality and honesty, civil right it is because they are the very principles dear to a demioctatic way of life. It is not because they want to make the workers remain docile, unquestioning and subservient forever while those in power remain ii power, 3, The symbolic interactionist theory perspective ~ ‘Three tenets of symbolic interactionist theory are: 1) An individual’s action depends on méaning, We act based on the meaning we give to symbols. Symbols can be actions, objects or words, If a student understands that teacher believes in his /ner ability he/she tries his/her best prove that indeed he/she jg able. Ifa teacher does otherwise, a student tends to behave in accordance with teacher’s poor perception. Different people may give different meanings to the same thing. When teachers are strict,, some students see it as an expression of care. Others may rebel because they perceive teacher's behavior as limiting their moves and desires. A businessman may look at a tree and starts estimating how much money he can get. if he has the tree cut down for lumber. A philosopher or a poet may: look at it with the thought, “they also serve who orily stand and wait” like John Milton's from his poem "On his Blindness”. " : 2)40 ‘The Teacher and the Communlly, Schoo! Culture and Organizational Leadership 3) Meanings change as individuals interact with one another. A negative meaning that you used to associate with hospital when you went to a hospital which looked 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. Implications to Teaching Let us continue to teach for meaning. Let us promote and create opportunities for genuine interaction among our students, teachers, between students and teachers. Interaction does not only mean dealing with warm bodies. Interaction includes reading, listening, viewing. Other people’s views and meanings are conveyed in what they have written, in speeches and lectures they have delivered. Let us use positive symbols - in the form of gestures, words, actions, and appearances - to express our trust, belief in our students’ abilities, an affirmation of their being.-In fact, our belief in our students also has\positive effect in us. We find ourselves more prepared in class, more caring, truly professional. The symbolic interactionist perspective, also known. as symbolic jinteractionism, directs. sociologists, to, consider the symbols and details of everyday life, what these symbols mean, and how people interact with each other. : - As the term implies, symbolic interactionist theory states that people interact with one another through symbols. Language is a predominat symbol arnong people. According to the symbolic interactionist. perspective, people ‘attach meanings to symbols, and then they act according to, their, subjective. interpretation of these symbols., Verbal conversations, in which spoken words serve as the predominant symbols, make this subjective interpretation especially evident. The words have a certain meaning for the “sender,” and, during effective communication, they. hopefully have the same meaning for the “receiver.” In other terms, words are not static “things”; they require intention and interpretation. Conversation is an interaction of symbols between individuals who constantly interpret the world around them. To ensure’ mutual understanding, the ‘Sender of the symbol ‘and the receiver of the symbol must give the same meaning to the symbol'or run the risk of misunderstanding, . ‘Faulty communication can result from differences in the perception of the same events and symbols. Did you experience this in your activity of giving symbols of caring? While you | looked at your symbol as something expressing your love and care, your partner.may have not understood it that way atChapter 3 ~ Social Science Theoties and Their Implications to Education all. This happens in real life. It is important that our symbols are understood by others in the way they were intended to be. Sometimes it happens in the language (which is a symbol) we speak. Often we are misunderstood or we misunderstand others. So let’s keep on communicating. Weakness of Symbolic Interaction Theory Critics claim that symbolic interactionism neglects the macro Jevel of social interpretation—the “big picture.” In other words, symbolic interactionists may miss the larger issues of society by . focusing too closely on the “trees” or by restricting themselves to small or individual interactions. 7 Symbolic interactionism traces its origins to Max Weber's assertion that individuals act according to their interpretation of the meaning of their world. However, it was the American philosopher George H. Mead (1863-1931) who introduced this perspective to American sociology in the 1920s. : “1. The purposes of schooling according to the functionalist theory . are: hay 1) Intellectual purposes ~ acquisition of cognitive skills, inquiry skill 2) Political purposes - educate future citizens; promote eee 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 3) 4) Cite how schools at present are working on the realization of these 4 purposes as cited by the functionalists.‘The Teacher and the Community, School Culture and Organizational Leadership 2. Adherents to the conflict theory claim that schools teach loyalty so that those in power remain in power and those below will forever be at the bottom. Do you agree? Why or why not? 3, Individuals act based on meaning, This meaning is based on individuals’ experiences. Meanings change. Give two implications of these symbolic interactionist thoughts to education. ; ae + Functionalism is a theory of society that focuses on the structures that create the society and on how the society is able to rémain stable. * Functionalists are for stability and a state of equilibrium in society. * To maintain this state of stability, various institutions are expected to do their part. , + For the functionalists, change is necessary only when things get unstable. * Conflict theory welcomes conflict for ‘conflict paves the way to change, to the establishment of a new society. .* Symbolic-interactionist theory is focused on individuals who act based on meanifig which is based on the individual's experience. These meanings are not permanent. They change over time as the individual continues to interact with others and with symbols. Which social science theory is referred to? 1. The overall health of society depends upon the healthy functioning of its institutions,‘ 2, Meanings that individuals give to symbols change over time., 3. Faulty communication can result from differences in the perception of the same events and symbols. : 4. Schools teach humanitarian attitude, altruism, democracy, civil rights, and other positive aspects of society to preserve — aera‘Chapter 3 ~ Social Science Theories and Their Implications to Education society and social order. . When jone institution fails to function another institution ought to come in to perform the function for the stability of society. 6. A new society comes as a result of the resolution of clash between the powers that be and the workers. 7. ‘Two opposing sides are welcomed. This paves the way to change. 8. When one institution fails to perform its function, the other institutions showed come in for the preservation of society. 9, One weakness of this theory is this is focused on small * interactions. - 10. Differences in’ meaning of symbols for both sender and receiver result to misunderstanding. ESSE 1. Based on the lesson on: symbolic-interactionist theory and the movie, The Little Prince, what does this quote. mean: “Words are a source of misunderstanding.” Any personel message? Write it down. Eo Research on more school practices based on the ‘functionalist theory, conflict theory and symbolic interaction theory. Write them ‘on a whole sheet of paper to be passed in class.‘The Teacher and the Community, Schoo! Culture and Organizational Leadership (Sate Tite tes Direction: Choose the letter of the correct answer. 1. Which is an application of the functionalist theory? A. Schools must do their part to socialize children or else children will turn out to be delinquent citizens. B. Schools must teach students to accept their status in life for there is nothing that they can do about it, C. Schools must make learners understand that in life there will always be the powerful and the powerless. D, Schools must teach students to speak in clear symbols. 2. Who is associated with the conflict theory? A. Weber C. Dewey B. Marx D. Durkheim 3. Which theory states that it is okay to have clashes in society? ! A. Functionalism C. Symbolic interactionism B. Conflict theory D. Social Darwinism 7 4. According to the functionalist theory, what happens when one institution fails to do its part? A, Other institutions get paralyzed ; ‘ B, The non-functioning institution gets eliminated C. Other institutions take over the function D. The non-performing institution gets penalized 5. For an ideal interaction in the community what must be observed?., A, The symbol must be contemporary. B. Don’t use symbois. C: Those involved must analyze the meaning of the symbol, D. The symbol must be clear’to both giver and receiver,of the Filipino Character: { The Strengths and Weaknesses A Socio-Cultural Issue Va ‘Intended Learning Outcomes: At the end of this Chapter, you should be able to: + discuss the strengths and weaknesses of the Filipino character; and + cite ways by which schools can counteract the weaknesses of the Filipino character. Schools are’ there for Society. Their’ relevance is proven by their ability to address socio-cultural problems. What are these social’ issues or problems that schools should help ‘address? We have a number of them but let’s focus on the weaknesses of the Filipino character. The strengths of the Filipino character will also be cited for a balanced presentation. Besides, schools can capitalize on the strengths ofthe’ Filipino character to eliminate the weaknesses. 45‘The Teacher and the Community, Schaol Cullure and Organizational Leadership CPLE ies Below is an excerpt of the Report “A Moral Recovery Program: — Building a People, Building a Nation” submitted on April 27, 198g by the Task Force to President Corazon Aquino, the Senate and the members of the press by then Senator Leticia Shahani, the moving spirit behind the program. Read then answer the given questions given in the ANALYSIS phase of the lesson. The weaknesses of the Filipino character as cited in the Report are as follows: 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 person- al 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 — procedures strictly results in lack of standardization and equality control. Impatience results in short cuts,’ palusot, — ningas cogon. Lack of discipline often results to inefficient work — systems, the violation of rules and a casual work ethic lacking — follow through. Passivity and lack of initiative - Waiting to be told what to do, reliance on others (leaders and government), 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 cos oppressed and exploited. - a a iS 5 g EB 8 3 5 E < 1 7 5 5 z 2, 3 3 2 g B 2 g 2, 8 B a awareness, appreciation and love of the Philippines and an actual preference for things foreign.oop Explain your answer. Chapler 4 ~ The Strengths and Weaknesses of the Filipino Character: A Socio-Cultural Issue 6. Kanya-kanya syndrome, talangka mentality - Done by tsismis, intriga, unconstructive criticism... it is evident in the personal ambition that is completely insensitive to the common good, e.g., the lack of a sense of service among people in the government bureaucracy, This results in the dampening of cooperative and community spirit, and in the trampling upon other's rights. 7. Lack of self-analysis and self-reflection - The tendecy 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 satisfication 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 from than substance. These weaknesses are rooted in, many factors: home, social and economic environment; culture and language; history; religion; educational system; mass media; leadership and role models. Change is possible, however, and the following goals are proposed to develop in the Filipino: (1) a sense’ of patriotism and national pride; (2) a sense of the common good; (3) a sense of intregrity and accountability, (4) the values and habits of discipline ‘and hard work; (5) the value and habits of self-reflection and analysis; the internalization of spiritual values’ and the emphasis on essence rather than on form. (Shahani, Leticia. (1988). A Moral Recovery Program: Building a People, Building a Nation. een 1. Do you agree with the findings? Why or why not? 2, According to the report, one weakness of the Filipino character is lack of analysis and emphasis on form (porma). The report states that this lack of analysis and emphasis on form are reinforced by an educational system that is more form than substance. + What is meant by an educational system that is more form than substance? ’ + Do you agree that the Philippine education system is more form than substance? If yes, why? If not, why not? 3, Share your answers with your group.A rshij The Teacher and the Community, School Cullure and Organizational Leadership NER ee The Filipino Character: Strengths and Weaknesses the Sean 1998 Senator Leticia Shahani submitted to the Senate this Report tied "A Moral Recovery Program: Building a People, Building: a Nation’. This report cites the strengths and weaknesses of the Filipino character. The strengths of the Filipino character are: 1) pakikipagkapwa-tao, 2) family orientation, 3) joy and humor, 4) flexibility, adaptability and creativity, 5) hard work and industry, 6) faith and religiosity and 7) ability to survive. The Filipino character also has weaknesses: 1) extreme family centeredness, 2) extreme personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5) colonial mentality, 6) kanya-kanya syndrome, talangka mentality, 7) lack of self-analysis and self- reflection, and 8) emphasis on porma rather than substance. ‘ There ‘is so much good in the Filipino but so much needs) — to be changed, too. Many of our strengths as a people are also sources of our weaknesses. Shahani’s report ( 1988) explains that i a family orientation becomes in-group orientation that prevents us from reaching out beyond the family to the larger community and the nation. In our personalism, we are warm, and caring but this > leads us to lack of objectivity. We are concerned with people we know but unfair to people we don’t know. In our flexibility, we compromise precision and discipline. We are a joyful people with a sense of humor but we can’t take things with humor all the time for serious problems need serious analysis. Our faith in God is our source of strength but this makes us dependent on forces outside us, do nothing that. makes us submissive to God’s will. We are. good at pakikipagkapwa-tao and so we can easily empathize but we can at the same time be envious of others, We can be hardworking and yet can be lazy and passive in the workplace. Value Education in Schools. Senator Shahani’s Report was given in 1988, But its findings as reported may still be true today. The Department of Education has as its vision to help develop...: “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." It has as its core values - makd-Diyos, maka- ‘ao, makakalikasan and makabansa. This can be an uphill battle for Philippine schools to realize these ‘considering the: 1) extreme family centeredness, 2) extreme personalism, 3) lack of discipline 4) passivity and lack of initiative, 5) colonial mentality, 6) kenya,Chapter 4 ~The Strengths and Weaknesses of the Filipino Character: A Socio-Cultural Issue kanya syndrome, talangka mentality, 7) lack of self-analysis and self: reflection, and 8) emphasis on porma rather than substance. So that it will not be "more form than substance’ as described in Senator Shahani's Report, Philippine schools have’ to, intensify values education in the curriculum, In fact, in response to this Report, Values Education, now Edukasyon sa Pagpapakatao in K to 12 Curriculum, was introduced as a separate subject in the basic education curriculum under the Valués Education Framework program of Dr. Lourdes Quisumbing, then Department of Education, « Culture, and Sports Secretary in 1988-1990. The Values Education Framework was conceptualized in 1987., In 2002, the Basic Education Curriculum (Grade 1-6, and First-Fourth Year’ High School) integrated values in the major leamin areas or subjects. Beginning with the K to 12 Curriculum in 2013, Values-Bducation was renatned Edukasyon sa Pagpapakatao (sP) for Gtades 1-10. In the Senior High Curriculum (Grades 11-12), there is no course with the title, Values Education or Edukasyon sa Pagpapakatao, but core courses such as Introduction, to the Philosophy of the Human Person and Personal Development, are in’ essence, Values Education subjects themselves. 1. Teacher observes that when students submit report, the more ornate and artistic the folder is, the less substantial the report. Which weakness in the Filipino character is pointed to? If you were the teacher how do you counteract such? 2. In ‘line with the government’s austerity program, DepEd reiterates the following policies: a. Graduation rites should be simple but meaningful to encourage civil rights, a sense of community, ‘and personal responsibility. While these rites mark a milestone in the life -- of the learners, these should be conducted without exces- five spending, extravagant are or extraordinary venue; b. Moving Up or-Completion Ceremonies should be simple, involving only the learners, their parents and the school; and c. Non-academic projects such as attendance to field trips, film showing, Junior-Senior promenade, and other school events ‘should not be imposed as requirements for graduation or completion. (D.0. # 02, s. 2019)“The Teacher and the Community, Schoo! Cullure and Organizational Leadership Which of the weaknesses of the Filipino does this DepEd Order wish to help eliminate? Explain. 3, In a post-observation conference, school head cites points for improvement for the teacher observed. It happens that there are more points for improvement than positive points. Teacher concludes the school head is biased against her. Which Filipino weakness is revealed? What should be done? + 4, What should be done in the Philippine basic education system, so that it is more substance than form? 5, Cite instances where 1) extreme family centeredness, 2) lack of discipline, 3) passivity and lack of initiative, 4) colonial mentality, .5) kanya-kanya syndrome, talangka mentality, 6) lack of selfanalysis and self-reflection are manifested in Philippine society. Explain how schools can help counteract such negative traits, 6. Based on Sen. Shahani's Report, Chapter IV as written by Patricia B. Licuanan, once Chair of the Commission on Higher Education of the Philippines, schools have contributed to the developinent of Filipino passivity and Jack of critical thinking: Aside from the influences of the formal curriculum, there are the influences of the ‘hidden curriculum’, i.e., the values taught ~ informally by the Philippine school system. Schools are highly ” authoritarian with the tecahers as, central focus. The Filipino student is taught to be dependent on the teacher, so he attempts to record verbatim what the teacher says and to give this back in its original form with little processing during examination. ’ Teachers reward well-behaved and obedient’ students and are uncomfortable with those who ask questions and express different viewpoints... Critical thinking is not learned in school. «: Does this picture still hold true today? Why or why not?‘Chapter 4 ~The Strengths and Weaknesses of the Flipino Character: A Socio-Cultural Issue (SGU en eT i 1. List the weaknesses of the Filipino character. Explain each in a sentence. 2 List the strengths of the Filipino then in a phrase or clause, explain when that strength becomes a weakness. Strength It becomes a weakness when - = a} alale|e|o PUnrn Ra eG 1. Research on the Curriculum Guide for Edukasyon sa Pagkakatao (ESP) from grades 1 to 10., Check on, the pamiantayan (standards) of EsP from Grades 1 to 10. Does the teaching of EsP in the grades help in eliminating the weaknesses of the Filipino character as given in Sen. Shahani's Report? Share your findings. ° Research on the Senior High School Curriculum. Find out if there are subjects where the following are intentionally taught: (1).a sense of patriotism and national pride; (2) a sense of the common good; (3)-a sense of intregity and accountability, (4) the values and habits of discipline and hard work; (5) the value and habits of self-reflection and analysis; the internalization of spiritual values and the emphasis on essence rather than on form. Research on Deped orders on value education and value integration. Can these DepEd orders: disprove that the Philippine educational system is more form than substance as claimed'in Sen, Shahani's report? . The K to 10 Curriculum Guide for Edukasyon sa Pagpapakatao (EsP) and the Grade,11-12 Curriculum Guide for Philosophy of the Human Person and Personal Development. show that there is an, intensive and purposive effort of the Philippine -. as *‘The Teacher and the Community, School Culture and Organizational Ls aa tsi eadership educational system to eliminate the weaknesses of the Filipino character that is more substance than form. Which proofs can a RY Which of the weaknesses of the Filipino character applies’ to you? Have schools helped you to counteract such weakness? (=, ED 1, How can schools help fight the Filipino lack of analysis? A. Do teaching-to-the test. |B. Give out-of-context drills. C. Make students solve problems. D. Let students write their observation. 2. When does the Filipino’s faith and religiousity become a weakness? : A. When he does nothing to help himself and waits for God to save him. 2 B. When he totally submits himself to God’s will after having ~ done all he could, 4 C. When he forgives his enemies and so appears weak. D. When he prays everyday and everynight. 3, What's wrong with the Filipino sense of humor? A. When he is always joyful B, When even serious things are fot taken seriously C, When he takes things lightly D. When his jokes are cory 4. Which Filipino weakness is proven in his penchant for diploma? A. Porma over substance or essence. B. Love for education , ; C. Desire for upward mobility D. Fatalism 5. What does teacher encourage when she looks at students’ questions in class as indicator of inattentiveness? A. Critical thinking ; B. Love for study C. Passivity D. Pakikisama ?\ Global Issues that Concern Schools and Society intended Learning Outcomes: At the end of this Chapter, you should be able.to: + discuss at least two global issues in society; and «explain proposed solutions to, the social problems. TD ‘The world has become a global village. We have become a citizen ofa global community. What takes. place in one part of the globe no matter how far affects us. It is a "small world after all" so goes the song. In this Chapter, we will discuss global issues that affect schools and us. It is hoped that you are able to propose solutions to social:problems which have become current global issues. Eee 1. Below are top ‘10 world issues from two sources, Compare them. 2. You-are also given the 17 Sustainable Development Goals (SDG) for the period 2015-2030, After comparing the top 10 world issues, match the 17 SDGs with the 10 world issues to determine if these top 10 world issues correspond to the «17 SDGs of 2015-2030. Use the Table for comparison, 53The Teacher and the Community, School Culture and Organizational Leadership Here’ are the top-10 world issues, according to millennials baseq ; on World Economic Forum's Global Shapers Survey in 2017) q Climate change / destruction of nature (48.8%) { . Large scale conflict / wars (38.9%) . Inequality (income, discrimination) (30.8%) ‘ . Poverty (29.2) . Religious conflicts (23.9%) . Government accountability and transparency/corruption ! (22.7) . 7. Food and water security (18.2%) : 8, Lack of education (15.9%) ourene i 9. Safety/security/well being (14.1%) i 10. Lack of economic opportunity and employment (12.1%) | ‘Source:hhips://www.inc.com/business-insi ider/world-top-10-problems-according-millenials. d-economic-forum-global-sh: /ey-2017,himl, Retrieved 4-9-19 ] Here are Top 10 Current Global Issues according to Chloe 4 ‘Turner (Source:https:/ /borgenproject.org/top-10-current-global-issues) ; 1. Climate change 2. Pollution 3. Violence j 4. Security and Well Being f “5. Lack of Education 6. Unemployment 7. Government Corruption 8. Malnourishment 8 Hunger 9. Substance Abuse 10. Terrorism 4 | . : i The 17 Sustainable Development Goals for the period 2045-2030 4 1. End poverty in all its forms everywhere ] 2, End hunger, achieve food security and improved nutrition. | and promote sustainable agriculture 7 Ensure healthy lives and promote well-being for all at all, 2 pe at Oe 4. Ensure inclusive and equitable quality education and promote life-long learning opportunities for all i Achieve gender equality and empower all women and girls 6. Ensure availability and sustainable management of water | and sanitation for all 4 Ensure access to affordable, reliable, sustainable, and_ modern energy for all ; Promote sustained, inclusive: and sustainable economic; 3.Chapter 5 ~ Global Issues that Concern Schools and Society gown, full and productive employment and decent work for 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 10. Reduce inequality within and among countries 11, Make cities and human settlements inclusive, safe, resilient and sustainable 12. Ensure sustainable consumption and production patterns 13. Take urgent action to combat. climate change and its impacts (in line with the United Nations Frameworks Convention on Climate Change) 14. Conserve and sustainably use’ the oceans, seas and marine resources for sustainable development 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and half biodiversity loss 16. Promote peaceful and inclusive societies for sustainable development, provide. access to justice for all and. build effective, accountable and inclusive institutions’at all levels 17. ‘Strengthen the means of implementation and revitalize the global partnership for sustainable development List #1 Top 10 World Issues | List #2 Top 10 World Issues 17 SDGs 2015-2030 1.Climate change 2,Large scale conflict 1. Are the current global issues’in both lists similar? 2, Are the currént global issues ranked similarly? 3. Do these top ten global issues correspond to the 17 SDGs 2015-2030?