Main focus Important person/proponents Important terminologies Important dates
TC 003A - Module 1: Philosophical Thoughts on Education
The Seven Educational Philosophies
Essentialism – Teacher Centered
Essentialists urge that the most essential or basic academic skills and
knowledge be taught to all students. Traditional disciplines such as math, natural
science, history and literature form the foundation of the essentialist curriculum.
Essentialists frown upon vocational, life-adjustment, or other courses with
“watered-down” academic content.
Elementary students receive instruction in skills such as writing, reading,
measurement, and computing. Even when learning art and music, subjects most
often associated with the development of creativity, the students are required to
master a body of information and basic techniques, gradually moving from less
to more complex skills and detailed knowledge. Essentialists maintain that
classrooms should be oriented around the teacher, who ideally serves as an
intellectual and moral role model for the students. Essentialist teachers focus
heavily on achievement test scores as a means of evaluating progress.
Progressivism – Student Centered
The person most responsible for the success of progressivism was John
Dewey. The progressivist movement stimulated schools to broaden their
curricula, making education more relevant to the needs and interest of students.
Dewey taught that people are social animals who learn well through active
interplay with others and that our learning increases when we are engaged in
activities that have meaning for us. Book learning, to Dewey’s, was no substitute
for actually doing things. Fundamental to Dewey’s epistemology is the notion that
knowledge is acquired and expanded as we apply our previous experiences to
solving new, meaningful problems. Education, to him, is a reconstruction of
experience, an opportunity to apply previous experiences in new ways.
Perennialism – Teacher Centered
Perennial means everlasting, for instance, a perennial flower is one that
comes up year after year. Espousing the notion that some ideas have lasted
over centuries and are as relevant today as when they were first conceived,
perennialism urges that these ideas should be the focus of education. According
to perennialist, when students are immersed in the study of those profound and
enduring ideas, they will appreciate learning for its own sake and become true
intellectuals. It strives to develop our capacity to reason, and regards training in
the humanities as particularly essential to the development of our rational
powers.
Existentialism – Student Centered
Just as its namesake sprang from a strong rejection of traditional
philosophy, educational existentialism sprang from a strong rejection of the
traditional, essentialist approach to education. In the existentialist classroom,
subject matter takes second place to helping the students understand and
appreciate themselves as unique individuals who accept complete responsibility
for their thoughts, feelings, and actions. The teacher’s role is to help students
define their own essence by exposing them to various paths they may take in life
and creating an environment in which they may freely choose their own preferred
way. Since feeling is not divorced from reason in decision making, the
existentialist demands the education of the whole person, not just the mind. They
are explored as a means of providing students with experiences that will help
unleash their own creativity and self-expression.
Behaviorism – Teacher Centered
For a behaviorist, any human being is shaped entirely by his external
environment. Alter a person’s environment, and you will alter his thoughts,
feelings, and behavior. Provide positive reinforcement whenever students
perform a desired behavior and soon they will learn to perform the behavior on
their own.
Behaviorism urges teachers to use a system of positive reinforcement (pleasant
stimuli or rewards) to encourage the types of behavior that the school desires. It
is most important that the students be rewarded whenever they demonstrate the
desired response and thus begin to associate the accomplishment of learning
with the pleasurable feeling of the reward. Gradually they will firmly acquire that
knowledge or moral virtue their schools consider important.
Constructivism – Student Centered
Constructivism in education has roots in epistemology. The learner has
prior knowledge and experience, which is often determined by their social and
cultural environment. Learning is therefore done by students constructing
knowledge out of their experiences.
Constructivism is often associated with pedagogic approaches that
promote active learning or learning by doing. Social constructivism encourages
the learner to arrive at his version of the truth, influenced by his background,
culture or embedded worldviews. Historical developments and symbol systems
such as language, logic and mathematical systems are inherited by the learner
as a member of a particular culture and these are learned through the learner’s
life. This also stresses the importance of the nature of the learner’s social
interaction with knowledgeable members of the society, without social
interactions with other more knowledgeable people, it is impossible to acquire
social meaning of important symbols systems and learn how to utilize them.
Reconstructivism – Student Centered
Social reconstructivism is a philosophy that emphasizes the addressing
of social questions and a quest to create a better society and worldwide
democracy. Reconstructionist educators focus on a curriculum that highlights
social reform, student experience and taking social action on real problems.
Strategies dealing with controversial issues such as social studies and literature,
inquiry dialogue and multiple perspectives are the focus. The strategies are the
community-based learning and bringing the world into the classroom.

Profiles in Teaching
A. John Locke (1632-1704): The Empiricist Educator
He was an English philosopher, often classified as an ‘empiricist’,
because he believed that knowledge was founded in empirical observation and
experience.
● All ideas come from the two kinds of experience:
1. Sensation - observation of external objects
2. Reflection - observation of the internal operations of the mind.
Some examples of reflection are perceiving, thinking, doubting,
believing, reasoning, knowing, and willing.
● Simple ideas become more complex through comparison, reflection and
generalization - the inductive method.
Three Specific Mental Processes that form complex ideas:
1. Simply combining together more simple ideas. Example, I can get
a complex idea of an apple by assembling the simple ideas of
roundness, redness, sweetness, and moistness.
2. Complex ideas involve relations that we get from comparing two
things, such as the notions of “larger” and “smaller” that I get when
comparing two apples of different sizes.
3. Complex ideas that result from the mental process of abstraction,
such as when I arrive at the abstract notion of “roundness” by
looking at an apple and stripping away all of its attributes except
for its being round.
● Questioned the long traditional view that knowledge came
exclusively from literary sources, particularly the Greek and Latin
classics.
● Opposed the “divine right of kings” theory which held that the
monarch had the right to be an unquestioned and absolute ruler over
his subjects.
Natural Rights
Locke wrote and developed the philosophy that there was no
legitimate government under the divine right of king’s theory. The
Divine Right of Kings theory, as it was called, asserted that God chose
some people to rule on earth in his will. Therefore, whatever the
monarch decided was the will of God. When you criticized the ruler, you
were in effect challenging God. This was a very powerful philosophy for
the existing ruler. But, Locke did not believe in that and wrote his theory
to challenge it.
Perhaps the part of Locke's writing which most influenced the
founding fathers of the United States Constitution was the idea that the
power to govern was obtained from the permission of the people.
He thought that the purpose of government was to protect the
natural rights of its citizens. He said that natural rights were life, liberty
and property, and that all people automatically earned these simply by
being born. When a government did not protect those rights, the citizen
had the right and maybe even the obligation of overthrowing the
government.
If these ideas seem familiar to you, it is because they were
incorporated into the Declaration of Independence by Thomas
Jefferson. Once they took root in North America, the philosophy was
adopted in other places as justification for revolution.
http://www.let.rug.nl/usa/biographies/john-locke/
● Political order should be based upon a contract between the people and
the government.
● Aristocrats are not destined by birth to be rulers. People were to
establish their own government and select their own political leaders
from among themselves; civic education is necessary.
● People should be educated to govern themselves intelligently and
responsibly (Ornstein, 1984).
B. Herbert Spencer (27 April 1820 – 8 December 1903) Utilitarian Education
He was an English philosopher, biologist, anthropologist, and sociologist
known for his infamous theory of social Darwinism throughout contemporary
history.
● Spencer is perhaps best known for coining the term “survival of the fittest,”
later commonly termed “Social Darwinism” means that human development
had gone through an evolutionary series of stages from the simple to the
complex and from the uniform to the more specialized kind of activity.
➔ Social Darwinism: a theory that the laws of evolution by natural
selection also apply to social structures.
➔ Herbert Spencer built on Darwin’s framework of evolution, extrapolating
it to the spheres of ethics and society. This is why Spencer’s theories
are often called “social Darwinism.”
● Social development had taken place according to an evolutionary process
by which simple homogeneous societies had evolved to more complex
societal systems characterized with humanistic and classical education.
● Industrialized society requires vocational and professional education based
on scientific and practical (utilitarian) objectives rather than on the very
general educational goals associated with humanistic and classical
education.
● Curriculum should emphasize the practical, utilitarian and scientific subjects
that helped humankind master the environment.
● Was not inclined 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 human
survival and progress.
● Science and other subjects that sustained human life and prosperity should
have curricular priority since it aids in the performance of life activities.
● Individual competition leads to social progress. He who is the fittest survives
(Ornstein, 1984)
Specialized Education of Spencer vs. General Education
● To survive 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 medicine.
● 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 more and
more about less and less. 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 the whole-child approach and
Socio-emotional Learning (SEL) atmosphere negate. The whole child
approaches a powerful tool for SELF-focused schools has a tenet - “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 points 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 so school is intimately related to the
society that it serves.
● Children are socially active human beings who want to explore their
environment and gain control over it.
● Education is a social process by which the immature members of the group,
especially the children, are brought to participate in the society.
● The school is a special environment established by members of society, for
the purpose of simplifying, purifying and integrating the social experience of
the group so that it can be understood, examined and used by its children.
● The sole purpose of education is to contribute to the personal and social
growth of individuals.
● The steps of the scientific or reflective method which are extremely
important in Dewey’s educational theory are as follows:
⮚ The learner has a “genuine situation of experience” involvement in an
activity in which he/she is interested.
⮚ Within this experience the learner has a “genuine problem” that
stimulates thinking.
⮚ The learner possesses the information or does research to acquire the
information needed to solve the problem.
⮚ The learners develop possible and tentative solutions that may solve
the problem.
⮚ The learner tests the solutions by applying them to the problem. In this
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.
● The school is social, scientific and democratic. The school introduces
children to society and their heritage. The school as a miniature society is a
means of bringing children into social participation.
● The school is democratic because the learner is free to test all ideas, beliefs
and values.
● School should be used by all, it being a democratic institution.
● The authoritarian or coercive style of administration and teaching is out of
place because they blocked genuine inquiry and dialogue.
● Education is a social activity and the school is a social agency that helps
shape human character and behavior.
● Values are relative but sharing, cooperation, and democracy are significant
human values that should be encouraged by the schools.
The Fund of Knowledge of Human Race
● Dewey does not disregard the accumulated wisdom of the past. These past
ideas, discoveries and inventions, our cultural heritage will be used as the
material for dealing with problems and so will be tested. If they are of help,
they become part of reconstructed experience. The ideal learner for Dewey
is not just one who can connect accumulated wisdom of the past to the
present.
Schools are for the People and by the People
● Schools are democratic institutions where everyone regardless of age,
ethnicity, and social status is welcome and is encouraged to participate in
the democratic process of decision-making. Learners and stakeholder
practice and experience 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, schools
should cope with social change that arises from technology.
● There is a cultural lag between material progress and social institutions and
ethical values.
● Instruction should incorporate a content of a socially useful nature and a
problem-solving methodology. Students are encouraged to work with
problems that have social significance.
● Schools become instruments 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 areas
of economics, politics and morality because if they failed to do so, others
would make the decisions for them.
● Schools ought to provide an education that affords equal learning
opportunities to all students. (Ornstein, A. 1984)
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 to an urban
and technological 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 society order, and
organized education has a major role to play in reducing the gap between the
values of the culture and technology. (Ornstein, 1984)
● So the social reconstructionist asserts that schools should: Critically
examine present culture and resolve inconsistencies, controversies and
conflicts to build a new society not 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 school values… then organized education will merely transmit
the social ills that are symptoms of the pervasive problems and afflictions
that beset human kind… The only legitimate goal of a truly human education
is to create a world order in which people are in control of their own destiny.
In an era of nuclear weapons, the social Reconstructionists see an 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, 1984)
F. Paulo Freire (1921-1997) - Critical Pedagogy
Critical Pedagogy and Dialogue vs. 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 the world.
● Teachers must not see themselves as the sole possessors of knowledge
and their students as empty receptacles. He calls this pedagogical approach
the “banking method” of education.
● A democratic relationship between the teacher and her students is
necessary in order for the conscientization process to take place.
● 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
for the parties involved toward one another. We developed 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.
TC 003A - Module 2: Historical Foundation on Education
Historical Perspective of the Philippine Educational System
Education or school is an institution created by society. Education is a
function of society and as such arises from the nature and character of society
itself. Society seeks to preserve itself and to do this it maintains its functions and
institutions, one of which is education, to assure its survival, stability and
convenience.
As John Dewey claimed, it is the school that “introduces and trains each
child of society into membership within such a little community, saturating him
with the spirit of service, and providing him with the instruments of effective self-
direction..." When schools succeed to do this, in the words of Dewey "we shall
have the deepest and best guaranty of a larger society which is worthy,
harmonious, and lovely.
This 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 old roles and adopt new
ones. Role learning that prepares us for future roles is termed anticipatory
socialization. (Brinkerhoff, D.,1989) Because of anticipatory socialization most of
us are more or less 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 influence the child's Period Goals Education
social roles and self -concept which in turn influence the expectations that others
Primitive To teach group Practical skills Parents, Emphasis on the
have for the child, and they determine the groups with which the child interacts
Societies survival skills; of hunting, tribal elders, role of informal
outside the family. (Brinkerhoff, D., 1989) to cultivate fishing, food and priests education in
The school is also an important agent of socialization. It is an institution 7000 B.C.— group gathering transmission of
charged by society to impart specific knowledge and skills necessary for 5000 B.C. cohesiveness stories, skills and values
functioning in a society. They are also charged with the task of transmitting myths, songs,
society’s cultural values. poems,
dances
Education in Primitive Society Greek To cultivate Athenian: Athens:
civic reading, private
Brinkerhoof (1989) explains further: 1600 B.C.— responsibility writing, teachers
In primitive societies, preliterate persons faced the problem of survival in an 300 B.C. and identity arithmetic, and
with city- state; drama, music, schools; Athens: The
environment that pitted them against natural forces and wild animals. To survive,
Athenian: to physical Sophists; concept of the
human beings needed food, shelter, warmth and clothing. To transform a hostile develop well- education, philosopher well-rounded,
environment into one that is life-sustaining, humankind developed life skills that rounded literature, s liberally educated
eventually became cultural patterns. person poetry Sparta: person
These life skills included: Spartan: to Spartan: drill, military Sparta: The
1. Tool or instrument making develop military songs teachers, concept of the
2. Adherence to the moral behavior code of group life and soldiers and and tactics drill military state
3. Language. military leaders sergeants
Roman To develop Reading, Private Emphasis on
Early humankind found security in group life based on kinship and tribal sense of civic writing, schools and ability to use
750 B.C.- responsibility arithmetic, teachers; education for
patterns. Life in the human group was educational as children observed and A.D. 450 for republic Laws of schools of practical
learned from the elders and as they were deliberately taught by their parents and and then Twelve rhetoric administrative
elders. For these cultural patterns to continue, the adults had to teach these skills empire; to Tables, law, skills; relating
and values to their children. This is socialization, a function of education in develop philosophy education to civic
society. Socialization is the process by which individuals internalize the norms administrative
and values of society and so social and cultural continuity are attained. This is and military
also informal education in action. skills
As abstract thinkers, human beings could create, use and manipulate Arabic To cultivate Reading, Mosques; Arabic numerals
symbols. They could communicate with one another through gestures, sounds A.D 700- religious writing. court and computation;
A.D. 1350 commitment to mathematics, schools re-entry of
and words. These symbols were expressed in signs, pictographs, letters. The
Islamic beliefs; religious classical
creation and introduction of oral and written language made a great leap on to develop literature; materials on
literacy which in turn had tremendous educational consequences which citizens expertise in scientific science and
of a civilized society like netizens of the 21st century now enjoy. mathematics, studies medicine
medicine, and
Key Periods in Educational History science
Below are key periods in educational history from 7000 B.C. to AD Medieval To develop Reading, Parish, Establishing the
1600.Study the table thoroughly. The notes should make you see that education religious writing, chantry, and structure,
and school are a function of society and schools reflect the nature and character A.D. 500- A.D. commitment, arithmetic, cathedral content, and
1400 knowledge, liberal arts; schools; organization of
of society itself. What society considers important is what education focuses on
and ritual; to philosophy, universities; the university as
to preserve society. re-establish theology; apprentices a major institution
social order; to crafts; military hip; of higher
Table 1. Points of Emphasis on Education in History prepare tactics and knighthood education; the
Key Periods in Educational History, 1000 BC to A.D. 1600 persons for diivalry institutionalizatio
Historical Influence on appropriate n and
Group/ Educational Curriculum Agents Western roles preservation of
knowledge
 Renaissance To cultivate a Latin, Greek, Classical An emphasis on The History of the Philippine Educational System
humanist who classical humanist , literary
A.D. 1350— was expert in literature, educators knowledge, As you study the summary of the Philippine educational system, just
A,D. 1500 the classics— poetry, art and schools excellence, and remember this sociological concept, which is the focus of this Chapter - that
Greek and such as style as
education is a function of society and as such what is taught in schools arises
Latin; to lycee, expressed in
prepare gymnasium, classical from the nature and character of society itself. What society considers important
courtiers for Latin literature; a two- is what schools teach. Be ready to answer this question at the end: What
service to grammar track system of was/were the focus/foci of education or schools colonial period, 2) Spanish
dynastic school schools period, 3) American regime, 4) Japanese occupation and 5) post-colonial period.
leaders
Reformation To cultivate a Reading, Vernacular A commitment to
sense of writing, elementary universal to Education during the Pre-colonial period
A.D. 1500— commitment to arithmetic, schools for provide literacy to Education was informal and unstructured, decentralized. Fathers taught
A.D.1600 a particular catechism, the masses; the masses; the their sons how to look for food and other means of livelihood. Mothers taught
religious religious classical origins of school
denomination; concepts and schools for systems with
their girls to do the household chores. This education basically prepared their
to cultivate ritual; Latin the upper supervision to children to become good husbands and wives. Children were provided more
general literacy and Greek; classes ensure doctrinal vocational training but lesser academics. Teachers were tribal tutors (Babaylan
theology conformity o Katalonan).

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 Athenian 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
. separate school for boys and girls. Wealthy Filipinos or the ilustrados were
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 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.
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 doctrines, sacred songs and music and prayers were taught
because they were required for confession and communion. There was a
accommodated in the schools.
The Educational Decree of 1863
This law gave Filipinos a complete system of education from elementary
to 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, and vocal music, agriculture for the boys
and needlework for the girls. Attendance in school was compulsory between the
ages of seven and twelve.
Education during 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 free and compulsory elementary 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.
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 the country, in
accordance with the 1935 Constitution.
● Vocational education and some household activities like sewing,
cooking, and farming were also given importance.
● Education also emphasized nationalism so the students were taught
about the life of the Filipino heroes.
● Vocational education and some household activities were also given
importance. Good manners and discipline were also taught to the
students.
● The institute of private education was established in order to observe
private schools.
● Formal audit education was also given.
● Executive Order No, 134 (of 1936) was signed by Pres. Manuel L.
Quezon designated 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 (CA 586) was approved by the Philippine
Assembly on August 7, 1940, which provided for the following:
➔ Reduction of the 7-years elementary course to 6 years
➔ Fixing the school entrance age at 7
➔ National support for elementary education
➔ Compulsory attendance of primary children enrolled in or
➔ 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 Philippine as 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 vocational education
★ Striving for the diffusion of the Japanese language in the Philippines and
the termination of the use of English in schools
★ Developing in people the love of labor
Post-colonial Philippines
➢ Education aimed at the full 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 all schools including the
singing of the National Anthem pursuant 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 nationalized and matriculation fees were
abolished.
➢ Magna Carta for Teachers was passed into law by virtue of R.A. 4670
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
● 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 一 Higher development. It was meant to reduce overlapping in skills development activities
initiated by various public and private sector agencies, and to provide national
Education Act of 1994 directions for the country's technical-vocational education and training (TVET)
● In August 2001, Republic Act 9155, otherwise called the Governance of system. Hence, a major thrust of TESDA is the formulation of a comprehensive
Basic Education Act, was passed transforming the name Department of development plan for middle-level manpower based on the National Technical
Education, Culture and Sports (DECS) to the Department of Education Education and Skills Development Plan. This plan shall provide for a reformed
(DepEd) and redefining the role of field offices (regional offices, division industry-based training program that includes apprenticeship, dual training
offices, district offices and schools). RA 9155 provides the overall system and other similar schemes.
framework for (i) school head empowerment by strengthening their
leadership roles and (ii) school-based management within the context of TESDA is mandated to:
transparency and local accountability. The goal of basic education is to 1. Integrate, coordinate and monitor skills development programs;
provide the school age population and young adults with skills, 2. Restructure efforts to promote and develop middle-level manpower;
knowledge, and values to become caring, self-reliant, productive and 3. Approve skills standards and tests;
patriotic citizens. 4. Develop an accreditation system for institutions involved in middle-level
● Governance of Basic Education Act (RA 9155); was passed renaming manpower development;
the DECS to DepEd and redefining the role of field offices which include 5. Fund programs and projects for technical education and skills
the regional offices, division offices, district offices and schools development; and
● Values Education is offered as a separate subject in NSEC and 6. Assist trainers training programs.
integrated in all subject areas in both curricula - Implementation of New
Secondary Education Curriculum (NSEC) At the same time, TESDA is expected to:
● RA. 10157. Jan 20, 2012 - Kindergarten Act, an act institutionalizing the 1. Devolve training functions to local governments;
kindergarten education into the basic education system 2. Reform the apprenticeship program;
● K to 12 Program (R.A 10533), May 15, 2013 - The K to 12 Program 3. Involve industry/employers in skills training;
covers Kindergarten and 12 years of basic education (six years of 4. Formulate a skills development plan;
primary education, four years of Junior High School, and two years of 5. Develop and administer training incentives;
Senior High School [SHS]) to provide sufficient time for mastery of 6. Organize skills competitions; and
concepts and skills, develop lifelong learners, and prepare graduates for 7. Manage skills development funds.
tertiary education, middle-level skills development, employment, and
entrepreneurship. TESDA formulates manpower and skills plans, sets appropriate skills standards
and tests, coordinates and monitors manpower policies and programs, and
RA. 7796. August 25, 1994 (TESDA) provides policy directions and guidelines for resource allocation for the TVET
The Technical Education and Skills Development Authority (TESDA) institutions in both the private and public sectors.
was established through the enactment of Republic Act No. 7796 otherwise
known as the "Technical Education and Skills Development Act of 1994", which Today, TESDA has evolved into an organization that is responsive,
was signed into law by President Fidel V. Ramos on August 25, 1994. This Act effective and efficient in delivering myriad services to its clients. To accomplish
aims to encourage the full participation of and mobilize the industry, labor, local its multi-pronged mission, the TESDA Board has been formulating strategies and
government units and technical-vocational institutions in the skills development programs geared towards yielding the highest impact on manpower development
of the country's human resources. in various areas, industry sectors and institutions.

The merging of the National Manpower and Youth Council (NMYC) of The Varied Goals of Education in Different Historical Periods of Philippine
the Department of Labor and Employment (DOLE). The Bureau of Technical history
and Vocational Education (BTVE) of the Department of Education, Culture What was considered important in each historical period of the country was
and Sports (DECS), and The Apprenticeship Program of the Bureau of Local also the focus or direction of the education of the Filipino.
Employment (BLE) of the DOLE gave birth to TESDA. During the pre-colonial period, students were given vocational training but
lesser academics for them to be good fathers and mothers. During the Spanish
The fusion of the above offices was one of the key recommendations of period, schools focused on religious formation to help them live the Christian
the 1991 Report of the Congressional Commission on Education, which faith. The American regime educated the Filipinos to become good citizens of a
undertook a national review of the state of Philippine education and manpower democratic country while the Japanese regime taught them love of labor. The
post-colonial period educational system was devoted to the following goals: 1) today's problems,
foster love of country; 2) teach the duties of citizenship; 3) develop moral 2. Realistic efforts to reform education begin with present conditions
character & self-discipline; and 4) scientific； technological and vocational which are a product of our past; by using our past, we can shape
the future.
efficiency. The present DepEd vision and mission statement and core values and 3. The study of education's past provides a perspective that explains
the fourth mission of the Commission on Higher Education add light to the and. illuminates our present.
present goals of Philippine education. They are given below:

To produce thoughtful graduates imbued with 1) values reflective of a Reported by: Dumalaon, Tequillo, & Rago
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 TC 003A - Module 3: Structural-Functionalist, Conflict and
implication of a given source of action, and 4) the competency to learn
Symbolic Interactionist Theory
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.
➔ Herbert Spencer is the proponent which views society as “a system of
interconnected parts each with a unique function. The parts have to work
The Department of Education has the following vision, mission and core values:
together for the stability and balance of society.”
➔ Society is compared to the human body with different but interrelated parts
The DepEd Vision The DepEd Mission Our Core performing different functions. (family, state, school, Church, mass media,
Values etc.)
We dream of Filipinos To protect and promote the right ➔ Failure of one social institution to do its part means disruption of stability in
who passionately love of every Filipino to quality, Maka-Diyos society.
their country equitable, culture-based, and Maka-tao ➔ The functionalist theory of education focuses on how education serves the
and whose values and complete basic education where: Makakalikasan need of society through development of skills and encouraging social
competencies Students learn in a child-friendly, Makabansa cohesion, social stability and solidarity.
enable them to realize gender-sensitive, safe and ➔ The role of schools is to prepare students for participation in the institutions
their full potential and motivating environment. of society, transmits core values for social control and concerned with
contribute Teachers facilitate learning and socializing people by bringing together people of different backgrounds.
meaningfully to constantly nurture learner. ➔ Functionalism- sees active social change as undesirable because the
building the nation... Administrators and staff, as various parts of society will compensate naturally for any problems that
stwerads of the institution, ensure may arise.
an enabling and supportive
environment for effective learning The purposes of schooling according to functionalist theory are:
to happen.
Family, community, and other 1. Intellectual purposes – acquisition of cognitive and inquiry skills.
stakeholders are actively 2. Political purposes – educate future citizens, promote patriotism and
engaged and share responsibility assimilation of immigrants and ensure public order, civility and
for developing life-long learners. conformity to laws.
3. Economic purposes – prepare students for work roles.
The Importance of Studying History of Education 4. Social purposes – promote a sense of social and moral responsibility.
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
 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. Education is a powerful means of
● There are always two opposing sides in a conflict situation maintaining power structures and creating a docile workforce for capitalism.
● People take sides between maintaining the status quo and introducing
change then arrive at an agreement Conflict Theorists - call this the “Hidden curriculum“ socializes young
● Conflict theorists find potential conflict between any groups where people into obedience and conformity for them to be develop as docile workers
inequality exists.
● Constant competition between groups forms the basis for the ever-
changing nature of society
How Proponents of Conflict Theory Regard Education
● Education is a powerful means of maintaining power structures and
Three tenets of symbolic interactionist theory:
creating a docile work for capitalism.
a. An individual action depends on meaning – we act based on the
● Maintain social inequality and to preserve the power of those who
meaning we give to symbols (actions, objects or words). If a student understands
dominate society and teach those working class to accept their position
that the teacher believes in his ability, he will prove that indeed he is able.
as a lower class worker of society (“hidden curriculum’)
b. Different people may give different meanings to the same thing –
● Functionalists disagree strongly, because they assert that schools teach
when teachers are strict, some students see it as an expression of care. Others
adherence to policies, obedience to rules and respect for authorities
may rebel because they perceive that their move and desires are being limited
because these are principles to a democratic way of life not to remain
or controlled.
docile workers.
c. Meanings change as individuals interact with one another - after
you have taught well, your first impression of teaching as boring is changed to
CONFLICT THEORY
teaching is exciting.
This theory are always two opposing sides in a conflict situation
a) People take sides between maintaining the status quo
Implications to Teaching
b) and introducing change then arrive at an agreement
● The symbolic interactionist perspective is also known as symbolic
interactionism.
Conflict Theorist- and potential conflict between any groups where inequality
● Promote and create opportunities for genuine interaction and meaning
exists;
to the students
● Use positive symbols (gestures, words, actions and appearances) to
express trust, belief and affirmation to the students

Weakness of Symbolic Interaction Theory

● Neglects the macro level of social interpretation (miss the larger issues
of society by focusing closely or restricting themselves to individual or
small interactions)

Symbolic Interactionism traces its origin to Max Weber’s. However, it

was the American philosopher George H. Mead (1863-1931) who introduced
this perspective to American sociology in the 1920s.

Reported by: Dy, Cabanlig, & Mordeno

 TC 003A - Module 4: THE STRENGTHS AND WEAKNESSES
OF FILIPINO CHARACTER: SOCIO-CULTURAL ISSUE
The weaknesses of the Filipino character as cited in the report and as
follows (The Moral Recovery Program Building a People, Building a Nation):
1. EXTREME FAMILY CENTEREDNESS
Excessive concern for family means using one’s office and power to
promote family interests that resulted in factionalism patronage, political
dynasty, protection of erring members, lack of concern for the common
good, and blocking national consciousness.
2. EXTREME PERSONALISM
Take things personally, cannot separate objective tasks from emotional
involvement. Results: Filipino is uncomfortable with bureaucracy, usage
of personal contacts in hiring or promoting, and voting, which leads to
graft and corruption.
3. LACK OF DISCIPLINE
A casual attitude toward time and space manifested in a lack of precision
and compulsiveness. Aversion to following procedures strictly results in
a lack of standardization and equality control. Being Impatient resulted
to: short cuts, palusot, nigas cogon, weak work etihics.
4. PASSIVITY AND LACK OF INITIATIVE
Waiting to be told what to do (reliance on others; government/ leaders),
resulted in a high tolerance of inefficiency poor service, violations of
one’s basic rights, too much patience and matiisin, easily resigned to his
fate, Filipino is easily oppressed and exploited.
5. COLONIAL MENTALITY
Lack of patriotism, or an active awareness, appreciation, and love of the
Philippines and an actual preference for foreign things.
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,
7. LACK OF SELF-ANALYSIS AND SELF-REFLECTION
The tendency to be superficial and somewhat flighty. In the dace of
serious personal and social problems, there is lack of analysis or
reflection, and instead satisfaction with superficial explanations and
solution.
8. EMPHASIS ON PORMA THAN SUBSTANCE
This lack of analysis and emphasis on form is reinforced by an
educational system that is more from than substance. E.g: there are
some instances that administrators formulate a system of rules and
program which are not effective.
The Filipino Character: Strengths and Weaknesses
In 1998 Senator Leticia Shahani submitted to the Senate this Report
titled "A Moral Recovery Program: Building a People, Building a Nation".
The Filipino Character: Strengths
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.
What did the school do to respond to this report?
❖ Values Education (ESP) in K to 12 Curriculum, was introduced as a
separate subject in the basic education curriculum under the Values
Education Framework. Offered to Grades 1-10.
❖ Senior High School: Introduction to the Philosophy of the Human Person
and Personal Development.
APPLICATION
1. Teacher observes that when students submit report, the more ornate and
artistic the folder is, the less substantial the report.
2. In line with the government's austerity program, DepEd reiterates the
following policies:
➔ Graduation rites should be simple but meaningful to encourage
civil rights, a sense of community, and personal responsibility.
➔ Moving Up or Completion Ceremonies should be simple,
involving only the learners, their parents and the school; and
➔ 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.
3. In a post-observation conference, school head cites points for
improvement for the teacher observed.
4. What should be done in the Philippine basic education system so that it
is more substance than form?
5. Cite instances where;
➢ extreme family centeredness,
➢ lack of discipline,
➢ passivity and lack of initiative,
➢ colonial mentality,
➢ kanya-kanya syndrome,
➢ talangka mentality,
➢ lack of self-analysis and self-reflection are manifested in
Philippine society.
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 development of Filipino
passivity and lack of critical thinking. Does this picture hold true today?
Why or why not?
Reported by: Letureña, Masinda, & Padolina
 TC 003A - Module 5: GLOBAL ISSUES THAT CONCERN Various Forms of Violence
SCHOOLS AND SOCIETY 1. Physical Violence
2. Sexual Violence
TOP-10 WORLD ISSUES – according to millennials base on World Economic 3. Emotional Violence
Forum's Global Shapers Survey in 2017 4. Psychological Violence
5. Spiritual Violence
1. Climate Change / Destruction of Nature (48.8%) 6. Cultural Violence
2. Large Scale Conflict / Wars (38.9%) 4. SECURITY AND WELL BEING
3. Inequality (Income, Discrimination) (30.8%) ● The U.N is a perfect example of what should be done to prevent the lack
4. Poverty (29.2) of security and well-being a serious global issue.
5. Religious conflicts (23.9%)
6. Government Accountability and Transparency/Corruption (22.7) 5. LACK OF EDUCATION
7. Food and Water Security (18.2%) ● More than 72 million children throughout the globe that are of the age to
8. Lack of Education (15.9%) be in primary education are not enrolled in school.
9. Safety/Security/Well Being (14.1%)
10. Lack of Economic Opportunity and Employment (12.1%) 6. UNEMPLOYMENT
● Without the necessary education and skills for employment many
TOP 10 CURRENT GLOBAL ISSUES — according to Chloe Turner people, particularly 15- to 24- years jobs and create a proper living for
1. Climate change themselves.
2. Pollution ● This leads to a lack of necessary resource clothing, transportation and
3. Violence proper living.
4. Security and Well Being
5. Lack of Education 7. GOVERNMENT CORRUPTION
6. Unemployment ● Means of corruption include graft, bribery, embezzlement backdoor
7. Government Corruption deals, nepotism, and patronage.
8. Malnourishment & Hunger ● Corruption is a major cause of poverty considering how it affects the poor
9. Substance Abuse the most eroding political and economic development, democracy and
10. Terrorism more.

TOP TEN GLOBAL ISSUES AND HOW THEY CAN BE ADDRESSED
1. CLIMATE CHANGE
● The global temperatures are rising, and increase from 2.6 degrees
Celsius 2.8 degrees Celsius to 4.8 degrees Celsius by 2100.
● More severe weather, crises with food resources and the spread of
diseases.
● The reduction of greenhouse emissions and the spreading of education
on the importance of going green can help make a big difference,
● Lobbying governments and discussing policies
2. POLLUTION
● Ocean litter, pesticides and fertilizers, air, light and noise pollution.
● Clean water is essential
3. VIOLENCE
● It can be found in the social, cultural and economic aspects of the world.
● Violence is a preventable problem that has been an issue for longer than
necessary.
8. MALNOURISHMENT AND HUNGER
● Currently there are 795 million people who do not have enough to eat.
Long-term success to ending world hunger starts with ending poverty.
● Malnutrition, in all its forms, includes under nutrition (wasting, stunting,
underweight), inadequate vitamins or minerals, overweight, obesity, and
resulting diet-related non communicable diseases.
● The planet creates more than enough food to meet everyone's needs.
But there are still millions of hungry people in the world.
9. SUBSTANCE ABUSE
● Substance abuse is "the harmful or hazardous use of psychoactive
substance. Including alcohol and illicit drugs" (World Health
Organization)
● By the beginning of the 21st century, an estimated 185 million people
over the age of 15 were consuming drugs globally. –United Nations
10. TERRORISM
● Terrorism is an issue throughout the world that causes fear and
insecurity, violence and death.
 ● Making national security a higher priority is key in combating terrorism.
THE 17 SDGs “The seventeen Sustainable Development Goals are our shared
vision of humanity and a social contract between the world's leaders and the
people. They are a to-do list for people and planet and a blueprint for success."
–UN Secretary-General, Ban Ki-moon
➔ Building on the principle of "leaving no one behind” – September 2015
General Assembly adopted the 2030 Agenda for SD that includes 17
SDGs.
➔ The new Agenda emphasizes a holistic approach to achieving
sustainable development.
➔ The realization of the 17 SDGs means solving the top global issues cited
by two sources.
➔ These Global Issues and SDGs 2015-2030 MUST BE intentionally
TAUGHT IN SCHOOLS because they are made part of the
CURRICULUM.
Reported by: Deticio, Masukat, & Videña
TC 003A - Module 6: The Why and How School and
Community Partnership
Opportunities for School – Community Partnership
Partnership implies two parties helping each other. Both parties benefit.
This means that if a school community partnership exists, both parties benefit
from the relationship.
What can the community do for schools?
1. Brigada Eskwela
A program engages all education stakeholders to contribute to
their time, effort and resources in ensuring that public school
facilities are set in time for the forthcoming school opening. This
is a school maintenance program that has been institutionalized
since 2009.
2. Curriculum Development
Use of community resource learning
3. Work Experience Programs
Business establishments and offices in the community can serve
as training ground for learners.
4. Remediation and Enrichment Classes
Parents and retired teachers may be involved in the School
Reading remediation and Learning Enrichment Programs.
5. Youth Development Program
The young may involve themselves in youth development
programs; develop their skills and talents.
6. Community Service
Is unpaid work performed by a person r group for the benefit and
betterment of their community.
Learning from the Experiences of Schools and Community Partners
Here are concrete examples:
1. Dumingaga Central School, Dumingag, Zamboanga del Sur
★ Strong school community partnership - Feeding program was
maintained by community donors - Mother Butler Mission Guild,
barangay councils, office of the mayor, parents who budgeted, cooked,
purchased.
★ “Kiddie Cop” classes
2. Angels Magic Spot and Project REACH, etc. Pembo Elementary
School, Makati
➔ Pembo Angels Magic Spot (PAMS) were the volunteer environmental
steward-students of Pembo Elementary School while magic spots were
converted by the students into vegetable gardens from which members
of the barangay could harvest for home supply, the school for their
feeding program or sold them for cash for the purchase of seedlings and
planting of more vegetables.
➔ Another effective practice was Project Revitalized Enthusiasm for
Assistance to children of Humanity (REACH) where each teacher
adopted student during his/her free time, visit the student’s family every
now and in some instances gave the student a daily allowance of ten
pesos from the teacher’s own pocket.
➔ Urbanidad Kids were ideal students who acted as role models for the
students and the PEMBO community. They were the cleanest, most well
- mannered and most diligent in class.
➔ BOWLS means Brain Operated Well on Located Stomach.
➔ Pera sa Panapon
Sociological Basis of School-Community Partnership?
❖ The functionalist theory states that institutions must perform their
respective functions for the stability of society. Other institutions must
come in if one institution fails to do its part for the sake of society.
❖ “it takes a village to educate a child”
❖ The rearing and education of the child is the primary obligation of
parents. The school, the Church and other social institutions come in to
assist parents and families to fulfill their irreplaceable obligation.
❖ The breakdown of marriages, the demand for both mother and father to
work to meet the demands of a rising cost of living resulting to less or
practically no more time for parents to spend time with their children
have, however, attacked the stability of families and have adversely
 affected families in the performance of their irreplaceable duty to educate
children.
❖ Added to these is the increasing number of families composed of single
mothers struggling to raise a family. With the burden of earning lodged
solely on the shoulders of one parent, single parents struggle to earn
enough to provide for their families.
❖ This is not to mention the negative effect of uncontrolled and unregulated
use of technology on the young. While the use of technology has brought
a lot of convenience its uncontrolled and unregulated use by the tech-
savvy kids expose these kids to all sorts of information not necessarily
favorable for their development.
Legal Bases for Parents and Community Involvement
● RA 9155, “Governance of Basic Education Act”,
● Section 2 Declaration policy
● Section 3 (b)
● Section 5 (E10) explicitly states that one of the responsibilities of school
heads is “establishing school and community networks and encouraging
the active participation of teachers organizations nonacademic
personnel of public schools, and parents-teachers-community
associations.”
● Section 3 (f) of the same Act encourages “local initiatives for the
improvement of schools and learning centers and to improve the means
by which… improvements may be achieved and sustained.”
● R.A 8525 “ Adopt- A School Program Act”.
● It allows “private entities to assist a public school, whether elementary,
secondary, or tertiary”
● EFA 2015 Plan was extended in Education for All Beyond 2015- Agenda
2030.
● Even the Philippine Education for All (EFA) 2015 Plan, then a vision and
a holistic program of reforms that aimed to improve the quality of basic
education for every Filipino by end 2015
● UNESCO Assistant Director General for Education, Dr. Qian Tang,
himself admits that Agenda 2030 cannot be realized without schools
partnering with community. He said: “Our vision must be more
aggressive, more committed not just involving government, non-
government agencies but all stakeholders.”
Reported by: Maputol, Nava, & Jaldo
TC 003A - Module 7: Teacher’s Ethical and Professional
Behavior
Code of Ethics for Professional Teachers, Article III
To be part of the community definitely means to participate in the life of that
community. (Community within the school and the community outside the
school)
Section 1
Teacher as Facilitator of Learning
➔ The teacher is a facilitator of learning and the development of the youth,
therefore shall render the best service by providing an environment
conducive for such learning and growth.
➔ "Facilitate" - to make something easy or easier.
➔ Learning is a difficult task and is made easier when you make dry lesson
interesting, exciting and enjoyable.
➔ Make learning easier when you simplify the complex and concretize the
abstract. What happens sometimes, however, is teachers complicate the
simple and teaches only at the abstract level.
➔ To facilitate learning, a conducive learning environment is necessary.
➔ Learners learn best in a pleasant environment where the learners can
be themselves because teachers are caring.
➔ All forms of bullying has no place in a conducive learning environment.
⮚ a conducive learning that makes learners believe they can do the work
and they feel accepted.
➔ The teacher who believes that "Every child deserves a champion, an
adult who will never give up on them, who understands the power of
connection and insists they become the best they can possibly be" like
Teacher Rita Pierson in TED Talk is a facilitator of learning.
Section 2
Teacher Leadership and Initiative for Community Participation
"Leadership and initiative of the professional teacher to participate in community
movements for moral, social, economic and civic betterment of the community
➔ You do not live in an ivory tower, you are not supposed to be removed
nor aloof from community life.
➔ Schools are at the heart of communities and you as professional
teachers are expected to be be-in-the-world and to be in-the-world with
others and for others (borrowing the words of Heidegger).
➔ "Provide leadership and initiative..." This implies that as a professional
teacher you have not to wait for community to ask for help.
➔ Section 6 further explicates how you can show your professional
leadership, to wit: "Every teacher is an intellectual leader in the
community, especially in the barangay. And shall welcome the
opportunity to provide such leadership when needed, to extend
counseling services, as appropriate, and to be actively involved in
matters affecting the welfare of people."
➔ Professional teacher ought to take the initiative to offer your help for the
improvement of the community.
➔ Getting the parents and other members of the community participate in
school activities.
➔ Teachers "are the most responsible and most important members of
society because their professional efforts affect the fate of the earth."
Section 3
Professional Teacher with Honor and Dignity
● Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times.
● The quotation states "The influence of a good teacher can never be
erased" but the influence of a dishonorable teacher is as lasting."
Section 4
Teacher's Attitude toward Local Customs and Traditions
❖ Every teacher to live for and with the community and shall, therefore
study and understand local customs and traditions in order to have a
sympathetic attitude, therefore, refrain from disparaging the community."
❖ The professional teacher is neither ethnocentric nor xenocentric. ∙
➢ Ethnocentrism means that one has the belief that their own
cultural beliefs is superior to others.
➢ Xenocentrism refers to the desire to engage in the elements of
another's culture rather than one's own.
❖ Fortunate and happy is the community that has teachers who live with
them, exert effort to understand their local customs and traditions and
consequently appreciate the same.
Section 5
The Professional Teacher and Information Update
★ The teacher "shall help the school inform the community about the
school's work, accomplishments, needs and problems.
★ Community here refers to internal as well as external stakeholders.
The Parents-Teachers Association
● A PTA is an association of teachers and parents with children who are
enrolled in a school. It is a forum for discussions on school problems and
how they can be solved.
The School Governing Council
➔ The SGC has different membership and functions. The formation of SGC
in every school is a proof of school head sharing his/her leadership with
members of the community,
➔ Also, the SGC determines general policies on student welfare, discipline,
wellbeing: it is concerned with the development and implementation,
monitoring and evaluation of the School Improvement Plan (SIP), and
reporting of the progress of the SIP implementation to the Schools
Division Superintendent and the community.
Section 7
The Professional Teacher and Government Officials and Other’s external
Professionals
● "Every teacher shall maintain harmonious a pleasant personal and
official relations with other professionals, with government officials and
with the people individually or collectively."
● Desiderata gives this advice: "As far as possible, without surrender, be
on good terms with all persons. Speak your truth quietly and clearly; and
listen to others, ven the dull and the ignorant; they too have their story."
Section 8
The Professional Teacher does not Use Position to Proselyte
➔ "A teacher possesses freedom to attend church and worship as
appropriate, but shall not use his position and influence to proselyte
others."
➔ 1987 Philippine Constitution. "No law shall be made respecting an
establishment of religion, or prohibiting the free exercise thereof. The
free exercise and enjoyment of religious profession and worship, without
discrimination or preference, shall forever be allowed." (Article II, Section
6).
Reported by: Limet, Lumpayao, & Pacardo
TC 003A - Module 8: Organizational Leadership
Organizational Leadership
● Leaders help set strategic goals for the organization while motivating
individuals within the organization to successfully carry out assignments
in order to realize those goals
● Works what is best for individual members and what is best for the
organization as a group
● Does not sacrifice the individuals or the group for the sake of others in
vice versa.
● Has an attitude and work ethic that empowers an individual to play any
role
● Leading others does not necessarily need for someone to be on top of
an organization.
LEADERS MANAGERS
Administer = the process is Innovate = process is transformational;
transactional; meet objectives and develop a vision and find a way forward.
delegate tasks.
 Work Focused = The goal is to get
things done. They are skilled at
allocating work.
Have Subordinates = They create a
circle of power and are led by authority.
Do Things Right = Mangers enact the
existing culture and maintain the status
quo.
Ask the why and what?
Set and transfer the goals to the
employees.
Katz’s Three-Skill Approach
Career ladder is a formal process within an organization that allows
employees to advance their careers to higher levels of salary, responsibility or
authority.
People Focused = The goals include
both people and results. They care about
you and want you to succeed.
Have Followers = They create circles of
influence and lead by inspiring.
Do the Right Thing = Leaders shape the
culture and drive integrity.
Ask the when and how?
Follow the goals and keep the employees
aligned to the vision and mission.
● Plays his/her role as visionary, engager, learner, collaborator, and
instructional leader.
● As a transformational leader he/she makes positive changes in the
organization
● To do this the transformational leader combines charisma, inspirational
leadership and intellectual stimulation to introduce innovation for the
transformation of the organization.
Servant Leadership
Robert K. Greenleaf (1977) coined the paradoxical term servant
leadership. How can one be a leader when he/she is a servant? That's the
common thinking. But the paradox is Greenleaf's deliberate and meaningful way
of emphasizing the qualities of a servant leader. It begins with the natural feeling
that one wants to serve. Then conscious choice brings one to aspire to lead. The
best test is: do those served grow as persons: do they, while being served,
become healthier, wiser, freer, more autonomous, more likely themselves to
become servants? And, what is the effect on the least privileged in society: will
they benefit, or, at least, not be further deprived? (Greenleaf 1977/2002, p. 27)
The first desire of the servant leader is to serve. How? By leading.

TECHNICAL SKILLS HUMAN SKILLS CONCEPTUAL SKILL The greatest teacher of humankind, Jesus Christ, was a servant leader.
He taught his disciples "whoever wants to be great must be the servant of all".
● the ability to work with ● the ability to work with ● ability to work with ideas The life of the Greatest Teacher was a life of total service to all.
things people and concepts
● being knowledgeable ● being aware of one's ● good at thinking ideas We often hear the term "public servants" to refer to appointed and elected officials
proficient in a specific own perspective on and its vision for the of the government to emphasize the fact that they indeed are servants of the
type of work and issues and openness to future of an organization people.
specialized area hear inputs of others ● having skills like Their first duty is to serve and in serving, they lead. They don't think of their power
● most important at ● create an atmosphere creativity, decision
as leaders first. If they do, they tend to become more conscious of their
lower and middle of trust making, thinking as a
levels of ● important at all the whole, strategic importance felt over their consciousness of their power over their constituents
management three levels of thinking, etc. and tend to impose that power or make their importance felt over their
● less important at management constituents and forget that if ever they are given power it is to serve their people.
upper/senior Someone said "power corrupts". And I need it when leaders think first of their
management levels power and forget the very reason why such power was given, i.e. to serve. The
greatest teacher said:

“...and whoever wants to be first among you must be your slave." (Matthew
20:27)
Transformational Leadership
Robert Kennedy once said: "Some men see things as they are, and ask
"The greatest among you shall be your servant." (Matthew
why. I dream of things that never were, and ask why not." Those who dream of
things that never were and ask "why not" are not transformational leaders. The
23:11) "If anyone wants to be first, he must be the last of all and the servant of
transformational leader is not content with the status quo and sees the need to
all" (Mark 9:35)
transform the way the organization thinks, relates and does things.

The transformational school leaders sees school culture as it could be and

should be
"You know how the pagan rulers made their powers felt. But it shall not be this
way among you. Instead, whoever wants to become great among you must be
your servant." (Mark 10:43)
He wanted to etch in the memories of his apostles the idea that leaders
are supposed to be "foot washers". Leaders are supposed to be servants of all.
Servant leadership seeks to involve others in decision making, is strongly based
in ethical and caring behavior, and enhances the growth of workers while
improving the caring and quality of organizational life.
Leadership Styles & Servant Leadership
LEADERSHIP STYLES
● Autocratic Leaders - they do decision making by themselves
● Consultative Leaders - allow the participation of the members of the
organization by consulting them but make the decision themselves.
● Democratic Leaders - allow the members of the organization to fully
participate in decision making decisions are arrived at by way of
consensus. Genuine participation of the members of the organization
which is in keeping with school empowerment.
● Laissez Faire / Free-rein Leadership - they avoid the responsibility and
leave the members of the organization to establish their own work. Has
the kanya-kanya mentality.
THE SITUATIONAL LEADERSHIP MODEL
Leaders adapt their leadership style to the situation of the members of the
organization; the readiness and willingness of group members.
Paul Persey & Kenneth H. Blanchard (1996) characterized leadership style in
terms of the amount of task behavior and relationship behavior that the leader
provides to their followers.
Behavior Styles in Situational Leadership
● Situation 1 - Selling/Directing. Individuals lack the specific skills
required for the job in hand and they are willing to work at the task. They
are novice(beginner) but enthusiastic.
● Situation 2 - Telling/Coaching. Individuals are able to do tasks they are
demotivated and unwilling to do.
● Situation 3 - Participation/Supporting. Individuals are experienced
and able to do the task but lack the confidence or the willingness to take
on responsibility.
Delegating Leadership Style
Leaders turn over the responsibility for decisions and implementation to
the members. They use this style if the group member is able, willing and
confident (high readiness).
Among these leadership styles, no one style is considered best for all
leaders to use all the time. Effective leaders need to be flexible, and must adapt
themselves according to the situation, the readiness and willingness of the
members of the organization.
SUSTAINING CHANGE
For reforms to transform, the innovations introduced by the
transformational leader must be institutional (organized) and sustained
(continuing without interruption). Or else that innovation is simply a passing
fad(trend) that loses its flavor after a time.
A proof that an innovation introduced has transformed the organization
is that the result or effect of that change persists or ripples- even when the
transformative leader is gone or is transferred to another school or gets promoted
in the organization.
If we want improvement then you must be willing to change. There will
always be resistors to change.
MORATO of BAYAN ABS-CBN (2011) advices:
1. Seek the support of the stakeholders.
Leaders must build a "strong coalition of allies in order to push for any
meaningful change that would yield results. Innovations cannot be forced
upon teachers, the students, the parents, the community... without
serious consequences.
2. Get people involved early and often.
Resistance drops off in proportion to the involvement of participants. You
may expect that 100% support from any individual who was not
personally involved in a change that affected his/her work. It is best to
set up networks to reach out to as many people as possible.
3. Plan a communications campaign to sell the innovation.
4. He asserts: "The change envisioned must cascade downwards to the
last lesson plan and ripple sidewards to win the support of major
stakeholders.
5. Ensure that the innovation is understood by all.
The benefits and costs must be appreciated and weighed carefully.
6. Consider timing and phasing.
These are highly critical: missteps might backfire and lack of sensitivity
to stakeholders might lead to resistance.
Reported by: Esmenda, Espenilla, & Indoc