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Education (Cavite State University)

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EDUC 60: The Teacher and the Community, School Culture and Organizational Leadership
Module 1. Philosophical Thoughts on Education

PHILOSOPHICAL THOUGHTS ON EDUCATION

John Locke (1632-1704)

The Empiricist Educator

English philosopher whose works lie at the foundation of modern philosophical empiricism and
political liberalism. He was an inspirer of both the European Enlightenment and the Constitution of the
United States.

▪ Acquire knowledge about the world through senses – learning by doing and interacting with
the environment.
▪ Simple ideas become complex through complex comparison, reflection and generalization-the
inductive method.
▪ Questioned that long traditional view that knowledge came exclusively from literary sources,
particularly the Greek and Latin classics.
▪ Opposed the "divine right of kings" theory that the monarch had the right to be unquestioned
and is absolute.
▪ Political order should be based on a contract between the gov't and the people. ▪ Aristocrats are
not destined by birth to be rulers. Civic education is necessary. ▪ People should be educated to
govern themselves intelligently and responsibly. (Ornstein, 1984).

Remember:
▪ For John Locke, education is not acquisition of knowledge contained only on the great books. It
is learning interacting with concrete experiences comparing and reflecting. The learner is an
active not passive agent of his/her own learning.
▪ Education helps the citizen to actively and intelligently participate in the society. Establishing
their government, choosing among themselves because they are convinced that no person is
destined to be ruler forever.

Herbert Spencer (1820-1903)

Utilitarian Education

Spencer's concept of "Survival of the Fittest" means that human development had gone
through an evolutionary series of stages from the simple to the complex and from the uniform to more
specialized kind of activity.
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 require vocational and professional education based on scientific and
practical (utilitarian) objectives rather than on the very general education goals associated

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with humanistic and classical education.

▪ Curriculum should emphasize the practical, utilitarian and scientific subjects that helped human
kind 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 the life activities.
▪ Individual competition leads to social progress. He who is fittest survives (Ornstein, 1984).

Remember:
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 it he loses sight of the
interdependence of things he becomes a man who knows more and more about less and
less.

Spencer's Survival of the Fittest

▪ He who is the 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 is 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).

John Dewey (1859-1952)

Learning through Experience

American philosopher and educator who was a founder of the philosophical movement known as
pragmatism, a pioneer in functional psychology, and a leader of the progressive movement in
education in the United States.

▪ Education is a social process and so school is intimately related to the society it serves ▪
Children are socially active human beings who want to explore their environment and gained
control over it.
▪ Education is a social process in 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 the society, in the purpose of
simplifying, purifying, and integrating the social experience of the group so that it can be
understood. examined and used hv is children.
▪ Sole purpose of education is to contribute to the personal and social growth of individuals.
▪ Steps of the scientific or reflective method of Dewey's Educational Theory: 1.
Learner has a "genuine situation of experience"
2. Within the experience, the learner has "genuine problem"
3. Does research to acquire information needed to solve the problem
4. Develops possible and tentative solution.
5. The learner tests the solution by applying them to the problem.
▪ The accumulated wisdom of the cultural heritage if it served human purposes, becomes part of
the "reconstructed experience"

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▪ The school is social. A miniature society as a means of bringing children into social participation.
▪ The learner acquires disposition and procedures associated with scientific or reflective thinking
and acting.
▪ The school is democratic as they are free to test all ideas, beliefs and values. School should be
used by all, it is a democratic institution.
▪ Authoritarian or coercive administration is no longer applicable as it blacks genuine inquiry and
dialogue.
▪ Education is a social activity and 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 schools. (Ornstein, 1984)

Remember:
▪ Ideal learner 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.

George Counts (1889 - 1974)

Building a New Social Order

George Sylvester Counts (born in December 9, 1889 at Baldwin City, Kansas, U.S. and died on
November 10, 1974 at Belleville, Illinois) is an American educator and activist who believed that
schools should bring about social change. Social change refers to any significant alteration over time
in behavior patterns and cultural values and norms. For example: the abolition of slavery and the
feminist movement.

▪ Counts believed that education is not based on eternal truths but is relative to a particular
society living at a given time and place.
▪ Schools should cope with social change that arises from technology. ▪ 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 areas or 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).

Remember:
▪ For George Counts, schools and teachers should be agents of change. Schools are considered
instruments for social improvement rather than as agencies for preserving the status quo.
Whatever change we work for should always be change for the better not just 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.

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Theodore Brameld(1904-1987)
Social Reconstruction

As the name implies, social Reconstructionist is a philosophy that emphasizes the reformation
of society. The social Reconstructionist 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 had yet to reconstruct its values in order to catch up
with the changes in the technological 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 1s 1n 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
order in which people are in control of their own destiny. In an era of nuclear weapons, the
social Reconstructionist 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 Reconstructionist, education is designed "to awaken the students' consciousness
about social problems and to engage them actively in problem solving". (Ornstein, 1984).
▪
▪ Social Reconstructionist are firmly committed to equality and 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)

Remember:
▪ Like John Dewey and George Counts, social Reconstructionist Brameld believe in active
problem-solving as the method of teaching and learning.
▪ Social Reconstructionist 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.

Paulo Freire (1921-1997)

Critical Pedagogy and Dialogue vs. the Banking Model of Education

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For education, Freire implies a dialogic exchange between teachers and students, where both
learn, both question, both reflect and both participate in meaning-making. Paulo Freire was one of the
most influential philosophers of education of the twentieth century. A critical theorist, like social
Reconstructionist, believed that systems must be changed to
overcome oppression and improve human conditions. Education and literacy are the vehicle for social
change. In 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
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 of the parties involved toward one another. 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 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).

Remember:
▪ All these education philosophers, point to need of interacting with others and of creating a
"community of inquiry" as Charles Sanders Peirce put it. The community of inquiry as "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.

EDUC 60: The Teacher and the Community, School Culture and Organizational Leadership
Module 2. The Relationship of School and Society

THE RELATIONSHIP OF SCHOOL AND SOCIETY

Definition of Terms
1. School is an institution for teaching and learning.
2. Society is a group of people related to each other through persistent relations who are sharing
geographical or virtual territory, subject to the same political authority and dominant cultural
expectations.
3. Community is a body of people living in the same place under the same laws.

Roles of Parents
1. The first teachers at home.
2. Responsible for the development of values, attitudes and habits that will be needed as their
children associate with their classmates in school.

Roles of Teachers
1. Continue to enrich the students9 experiences at home, thus, strengthening the valuable,
personal traits and characteristics initially developed.

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Roles of Community
1. The members of the community include the local government units (LGU), the non government
agencies, civic organizations and all the residents.
2. Highly motivated to participate in the school activities and projects that will likewise redound to
the uplifting of the moral and quality of life in their own locality.

The Relationship of School and Society

1. Collaborative Relationships
▪ The school officials actively participate in community projects such as literacy assistance project
for our-of-school children and house campaign for healthy practice. ▪ The municipal/ city officials
are likewise ready to provide help not only in improving the physical facilities of the school but
also in paying the salaries of teachers who, for the moment, do not have teacher items. There are
number of School Board-paid teachers in the country.

Organized Associations
a. Parent-teacher Association (PTA)
▪ formerly known as Parents Teachers and Community Associations (PTCA) ▪ undertake projects
and activities aimed at promoting a harmonious and enjoyable relationship among themselves.

b. Brigada Eskwela
▪ DepEd9s National Schools Maintenance Week meant to help schools prepare for the opening of
classes with the assistance of education stakeholder by repairing and cleaning public schools
nationwide.

2. Theoretical Perspective Relationships

Functionalist Perspective
▪ This general theoretical orientation derives from biology, as its label might suggest, though its
social theoretical version tends to be found in anthropology and sociology.

▪ It is to the latter and the school-society relationship that we turn. Drawing from the biological
analogy, functionalists claim that to gain a better understanding of the social institution called
school, we need to comprehend the function or social needs it serves in our social system.

▪ Given the social significance of the common school movement of the mid-19th century (i.e.,
Horace Mann), the subsequent push for mass, compulsory education, and its continuance,
evolution, even refinement, over the past 150 years, there is a clear and abiding social value
that we attach to our schools. The general questions that arise then are 8what general purpose
do they serve9 and 8in what manner do they seek to address their role.9

Conflict Theory
▪ What does this have to do with schools and the role of educators? In short, conflict theorists see
schools as an instrument of elite domination (and social reproduction).

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▪ They are viewed as one of the <arenas= or <battlefields= where the struggle between social
groups is played out (e.g., the school9s attempt to makeover the knowledge, dispositions and
values of lower class or immigrant children).

▪ An increasing disconnect between the social class and cultural values of educators and those of
their students (i.e., teachers are mostly middle and upper middle class, and approximately
82% in elementary and secondary are white while 45% of public school population was
nonwhite in 2008) (IES, 2010).

▪ A selective curriculum and attendant values (hidden curriculum) that speak less and less to the
life experiences of many, if not most, students than to those from a suburban middle class
non-minority existence.

Conclusion

▪ Important in the brief overviews of functionalism and conflict theory rests the understanding that
our educators, and particularly those in the earlier part of their careers, need to develop a
deeper level understanding of the institution called school and its role in our social system.

▪ Education and society both are inter-related or inter-dependent because both mutually influence
each other.

▪ Without education, how we can build an ideal society and without society how we can organize
education system systematically that means both are needed to understand.

▪ Education helps individuals to learn how to live, how to behave, how to organized, everything in
their lives so it is an agent which brings change in society, or we can say in one line education
is a social change agent.

EDUC 60: The Teacher and the Community, School Culture and Organizational Leadership
Module 3. Historical Foundation of Education

THE RELATIONSHIP OF SCHOOL AND SOCIETY

Introduction
The beliefs and experiences of education today rest on the history of this field of endeavor. By
knowing what accomplishments of leaders in the past, today9s educators attempt to build on their
achievements. Education or school is an institution created by society. It is a function of society and as
such arises from the nature and the character of society itself. Society seeks to preserve itself and to
do this it maintains its functions and institutions, one of which is education, to assure its survival,
stability, and convenience.

Socialization
It is the process of <learning the roles, status and values necessary for participation in social
institution= (Brinkerhoff, 1989).

Anticipatory Socialization
It is a role learning that prepares us for future role like spouse, parent or such professional.

Education in the Key Periods of World History

Primitive Education (7000 – 5000 B.C.)

Life skills were important during those times as they are facing the problem of survival in an
environment. By developing these skills, it eventually became cultural patterns (Brinkerhoff, 1989).

❑ Relatively simple

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❑ Relatively narrow social and cultural contracts

❑ Extraordinary conservative and prone to superstitions
❑ The organization of primitive life is tribal not political so that one function of education is
enable one to live with his relatives
❑ Absence from primitive cultures of reading and writing.

Types of Education
1. Vocational. This includes learning the skills in procuring necessities of life like
hunting, constructing a hut, etc.
2. Religious (animistic). Consisted in learning how to participate in ritualistic practices to
please or to appease the unseen spirits roaming around.

Curriculum
1. Practical skills of hunting, fishing, food gathering, stories, myths, songs, poems and dances.
2. Protecting life
3. Superstitious

Agents
1. Parents and tribal leaders

❑ Culture was passed on and preserved for generation.

❑ Tribes were able to meet their economic needs and were able to survive. ❑
People were able to adjust and adapt to social and political life.
❑ Emphasis on the role of informal education in transmission of skills and values

Egyptian Education (3000 B.C.)

The government of Egypt was autocratic, ruled by a king called Pharaoh who had absolute
power. n Ancient Egypt, religious education and philosophy were taught alongside secular subjects,
impressing upon students a strong moral foundation. They believed you became wise by following
moral principles, such as truth.
❑ Training of Scribes (a member of a learned class in ancient Israel through New Testament
times studying the Scriptures and serving as copyists, editors, teachers, and jurists)
❑ Religious
❑ Utilitarian
❑ Preservation of cultural patterns
❑ Military Education
❑ Public Administration
❑ Priesthood Education
❑ Home Arts Education

Curriculum
1. Reading, writing and language
2. Religious and secular literature
3. Artistry in metals and lapidary
4. Mathematics, especially geometry and surveying
5. Astronomy, engineering, architecture, physics, medicine, embalming, dentistry, and law.
6. Music, dancing, playing the harp, cymbals, drum, lyre, guitar, tambourine, and clapping
to rhythm
7. Sports, games, and physical education with swimming, wrestling, archery, and hunting and
fishing taken as vocations and avocations.
8. Military schools offered training in the use of the bow and arrow, battle axe, lance, mace, and
shield (1600-1400 B.C.).

Greek Education (1600-300 B.C.)

The Greeks are mixture of the Aryan and Germanic people, two great races. Because of
presence of natural barriers, they lived in tribal isolation and developed differences. ❑ Cultivate civic
responsibility and identity with city-state
❑ Athenian – to develop well rounded person/ focuses on the concept of well rounded

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liberally educated person.

❑ Spartan – to develop soldiers and military leaders/ focuses on the concept of military state.

Curriculum
1. Athenian – reading, writing, arithmetic, drama, music, physical education, literature, poetry
2. Spartan – military songs, drills and tactics

Agents
1. Private teachers and schools, Sophist philosophers
2. Military teachers, drill sergeants

Roman Education (750 B.C. – 450 A.D.)

The Roman Education aims to develop sense of civic responsibility for republic and then
empire. It also aim to develop administrative and military skills.

Curriculum
1. Reading, writing, arithmetic, laws of twelve tables, law, philosophy

Agent
1. Private schools and teachers
2. Schools of rhetoric

❑ Emphasis on ability to use education for practical administrative skills, relating to civic
responsibility.

Medieval Education (500 A.D. – 1500 A.D.)

The educational goal of Medieval education was to develop religious commitment, knowledge,
and ritual. Also, it re-established social order and prepare the people for appropriate roles.

Curriculum
1. Reading, writing, arithmetic, liberal arts, philosophy, theology, crafts, military tactics, and
chivalry.

Agent
1. Parish, chantry, and cathedral schools
2. Universities, apprenticeship, knighthood

❑ Establishing the structure, content, and organization of the university as a major institution of
the higher education
❑ The institutionalization and preservation of knowledge
❑ Schools were concerned with the development of religious commitment knowledge and ritual to
establish order

Renaissance Education (1350A.D. – 1500 A.D.)

The Renaissance education ought to cultivate a humanist who was expert in the classics –
Greek and Latin. And prepare counters for service to dynasty leaders.

Curriculum
1. Latin, Greek, Classical literature, poetry, art

Agent
1. Classical humanist educators and schools such as lycee, gymnasium, Latin grammar
school

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❑ An emphasis on literary knowledge, excellence, and style as expressed in classical literature

❑ A two-track system of schools
❑ Artistic, political, and economic <rebirth= following the Middle Ages. Education was focused on
the rediscovery of classical philosophy, literature, and art.

Reformation Education (1500 A.D. -1600 A.D.)

The Reformation education aims to cultivate a sense of commitment to religious denomination
and to cultivate general literacy.

Curriculum
1. Reading, writing, arithmetic, catechism, religious concepts, and ritual, Latin and Greek;
theology.

Agent
1. Vernacular elementary schools for the masses
2. Classical schools for the upper class

❑ A commitment to universal education to provide literacy to the masses ❑ The origins

of school systems with supervision to ensure doctrinal conformity

EDUC 60: The Teacher and the Community, School Culture and Organizational Leadership
Module 4. Educational Implications of Various Social Theories

EDUCATIONAL IMPLICATIONS OF VARIOUS SOCIAL THEORIES

Introduction

Learning is a lifelong process of social and personal experiences that alters an individual9s
knowledge. Education is a process that directs many of a person9s learning experiences within a
particular society.
The sociology of education is a core field of sociology. It is also considered a part of discipline
of education.

Structural Functionalist Theory

In sociology and other social sciences, a school of thought according to which each of the
institutions, relationships, roles, and norms that together constitute a society serves a purpose, and
each is indispensable for the continued existence of the others and of society as a whole. In structural
functionalism, social change is regarded as an adaptive response to some tension within the social
system.

Émile Durkheim
❑ born April 15, 1858, Épinal, France
❑ died November 15, 1917, Paris, France
❑ French social scientist who developed a vigorous methodology
combining empirical research with sociology theory. He is widely
regarded as the founder of French school of sociology.

Education serves several functions for society:

a. Socialization. Children are to learn the norms, values, and skills they need to function in
society, then education is a primary vehicle for such learning.
b. Social integration. People must subscribe to a common set of beliefs and values. As we saw,
the development of such common views was a goal of the system of free, compulsory

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education that developed in the 19th century.

c. Social placement. Beginning in grade school, students are identified by teachers and other
school officials either as bright and motivated or as less bright and even educationally
challenged. Children are taught at the level that is thought to suit them best.
d. Social and cultural innovations. Our scientists cannot make important scientific
discoveries and our artists and thinkers cannot produce great works of art, poetry, and
prose unless they have first been educated in the many subjects they need to know for
their chosen path.

Educational Implications
❑ For education to serve its many functions, various kinds of reforms are needed to make our
schools and the process of education as effective as possible.
❑ Latent functions include childcare, the establishment of peer relationships, and lowering
unemployment by keeping high school students out of the full-time labor force. Problems in
the educational institution harm society because all these functions cannot be completely
fulfilled.

Conflict Theory

Conflict theory holds that social order is maintained by domination and power, rather than by
consensus and conformity. According to conflict theory, those with wealth and power try to hold on to it
by any means possible, chiefly by suppressing the poor and powerless. A basic premise of conflict
theory is that individuals and groups within society will work to try to maximize their own wealth and
power.

Karl Marx
❑ 1818–1883
❑ is often treated as a revolutionary, an activist rather than a
philosopher, whose works inspired the foundation of many
communist regimes in the twentieth century.

Max Weber
❑ 1864–1920
❑ Weber9s wide-ranging contributions gave critical impetus to the
birth of new academic disciplines such as sociology as well as
to the significant reorientation in law, economics, political
science, and religious studies.

Educational Implications
❑ Conflict theory does not dispute the other functions.
❑ It does give some of them a different slant by emphasizing how education also perpetuates
social inequality.
❑ Conflict theorists say that tracking also helps perpetuate social inequality by locking students
into faster and lower tracks.
❑ Conflict theory also involves the quality of schools. Schools are unequal, and their very
inequality helps perpetuate inequality in the larger society. Children in the urban areas
experience more obstacles to their learning than those in suburban areas.
❑ Education promotes social inequality using tracking and standardized testing and the impact of

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its <hidden curriculum=. Schools differ widely in their funding and learning conditions, and type
of inequality leads to learning disparities that reinforce social inequality.

Interactionist Theory

Symbolic interactionism theory assumes that people respond to elements of their

environments according to the subjective meanings they attach to those elements, such as meanings
being created and modified through social interaction involving symbolic communication with other
people.

George Herbert Mead

❑ 1863–1931
❑ American philosopher and social theorist, is often classed with William James,
Charles Sanders Peirce, and John Dewey as one of the most significant figures
in classical American pragmatism

Charles Horton Cooley

❑ August 17, 1864 - May 7, 1929
❑ He coined the concept of the <looking-glass self=, the social
determination of the self, which later influenced George Herbert
Mead9s theory of self and symbolic interactionism.

Erving Goffman
❑ born on June 11, 1922, Manville, Alberta, Canada
❑ died Nov. 19, 1982, Philadelphia, Pennsylvania, U.S.
❑ Canadian-American sociologist noted for his studies of face-to
face communication and related rituals of social interaction.

Educational Implications
❑ Most of the things that is happening in the society explains the things that has happened in
school.
❑ This perspective focuses on social interaction in the classroom, on the playground, and in other
school venues. Specific research finds that social interaction in schools affects the
development of gender roles and that teachers9 expectations of pupils9 intellectual abilities
affect how much pupils learn. Certain educational problems have their basis in social
interactions and expectations.

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