Republic of the Philippines

BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY

City of Naga

COLLEGE OF EDUCATION

EDUC205
The Teacher and the Community, School Culture and Organizational Leadership
MODULE 1

Group 3 Members:
● Camalla, Angelica M.
● Camalla, Angelica S.
● Caparanga, Luisa Mae B.
● Carayao, Kyla C.
● Chavenia, Marie Geline T.

APPLICATION: Let’s Apply

1. The modern explosion of knowledge has led to an age of specialization with this
concomitant quip:
A specialist knows more and more about less and less.
An expert knows more and more about less and less until he or she knows
everything about nothing.

A related joke cleverly twists this saying:

A generalist knows less and less about more and more until he or she
knows nothing about everything.
Should schools produce generalists or specialists? Defend your answer.
Answer:
I think schools should produce both generalists and specialists. A school is the home
of different fields that students study. Teachers cannot control what their students are
destined to be into, whether becoming a generalist or a specialist. As technology advances,
people are into exploring and experimenting with things, eventually making this a way for
people to find more areas they are interested in, which leads them to become generalists.
And then there are people sticking into a specific field or area they enjoy and are good at,
and consider other areas to be just hobbies.
For instance, in a company, the manager is the generalist as he/she is good at
certain fields or areas, but not all. He/she needs employees who are specialists, like
designers and writers, in order to achieve their project successfully. Specialists benefit
immensely from their knowledge of their field and they can be held back by this when
working with those outside. So, specialists need generalists as much as generalists need
specialists.

2. "If you cannot bring the learners to the world, bring the world to the classroom." Will
this go with John Dewey's philosophy of education? Explain your answer.

Answer:
Yes, Dewey says that what teachers teach should be connected to the experiences
of their students and those around them. He also advocates a practical approach to learning
where students actively participate in activities related to our environment so that they can
use their knowledge in a good way. The idea behind this philosophy is to prepare students to
be active participants in society and use their knowledge in real life. What this quote means
is that if we struggle to make students aware of the world, we need to work hard to bring
elements of the world into the classroom, including those we actually experience or that
actually happen inside or outside of the classroom. Through this, the students'
understanding of those around them will deepen, which, according to Dewey, through the
experiences we have in our environment and connecting them to education, will broaden the
knowledge of the children we teach.

3. Considering the DepEd mission statement "to protect and promote the right of every
Filipino to quality, equitable, culture-based, and complete basic education" can we
say that the Philippine educational system is in a sense equitable? What actions and
what recent legislations are proof that the Philippines gives equal access to quality
education to its citizens?

Answer:
The Philippine educational system is not equitable. The DepEd mission hasn’t been
achieved by all schools, especially public schools located in far rural areas. As we can see in
the news, there are still issues regarding inequitable access to quality education for Filipinos,
which is not new today. The most common issue is the lack of infrastructure and educational
resources for schools, especially the ones located in rural and coastal areas, that is until now
hasn’t been resolved, much getting worse because of disregardless of the officials in charge
of improving and providing quality, equitable, culture-based, and complete basic education.

Also, another issue faced by families who have children studying in public schools is
the lack of support from the government. One example of this is the 4PS membership,
wherein this day, families in much need of financial support are being disregarded. Families
that are capable of supporting their own, are more likely to have a slot at this kind of
membership, rather than the ones who are much in need. This is most likely to happen
because of the ties these families have to the ones in charge or capable of enlisting them.
And those families whose slots are taken for granted, are forced to just let their children stop
studying because of a lack of financial support independently, and even though studying in
public schools, there are still fees and expenses that they cannot afford to provide,
eventually ending up for their children having no choice but to work just to help their parents
to provide food in their table and help in everyday expenses.

Despite having an ordinance for quality basic education, which is the Republic Act
No. 7880, also known as the "Fair and Equitable Access to Education Act," Still, the
percentage of improvement of having fair and equitable access to quality basic education
hasn’t achieved its increasing improvement rate goal. There are still schools experiencing a
lack of infrastructure and educational resources, which is a nuisance for studying and
acquiring their deserved right to have equitable education.

As stated in ARTICLE XIV, Section 1 of the Philippine Constitution, “The State shall
protect and promote the right of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all.” Every child and student has the
right to have access to basic education. But, to make it equitably accessible, DepEd should
take into account the most important and in-need factors for the most essential needs of
students, especially those in rural and coastal areas.
ASSESSMENT: Let’s Check for Understanding
1. Explain in a sentence why each education philosopher was associated with these
given words:
a) John Locke - The Empiricist
- John believed that knowledge was founded in empirical observation
and experience.
b) Herbert Spencer - The Utilitarian
- Spencer developed an evolutionary utilitarian ethics in which the
principles of ethical living are based on the evolutionary changes of
organic development.
c) John Dewey - Experience
- Dewey believed in the continuity of experience or the connection
between a student's learning experiences and that student's future
decisions and behavior.
d) George Counts - Building a new social order
- George wanted teachers and students to count among their primary
goals which is the building of a better social order.
e) Theodore Brameld - The Social Reconstructionist
- Theodore advocated that schools be a driving force for social and
political change.
f) Paulo Freire - Critical Pedagogy vs. Banking Method
- This is because critical pedagogy utilizes dialogue among human
beings who are equal rather than oppressive imposition.

2. Make a table summary of the philosophies of education.

Philosopher Philosophy on Aims/ and Methods of Classroom/School
Education Application

1. John Locke ● knowledge can be acquired ● Physical

(1632- 1704 ) through the senses (learning by Activities
doing and by interacting with ● Field Trips
the environment)
● learners should interact with
concrete experiences.

2. Herbert ● Curriculum should emphasize ● The teacher

Spencer the practical, utilitarian, and must do
(1820- 1903) scientific subjects that helped whatever it takes
humankind master the to make sure
environment. that the majority
● Curriculum must be arranged of the class is
according to their contribution succeeding
to human survival and academically.
progress. ● Ensuring equal
● Schooling must be related to access to
life and to the activities needed opportunities to
to earn a living. enable students
● Science and other subjects to fully
should have curricular priority participate in
since it aids in the performance what they are
 of life activities. interested in the
● Specialized education over learning process
general education – to survive
in a complex society.

3. John Dewey ● Human beings learn through a ● Experiential

(1859- 1952) 'hands-on' approach. learning
● School is a social institution. It ● Social learning
should be organized in such a and social
way that the activities of the interaction
outer world are reflected. ● Collaborative
● The school is a social Learning
environment — “simplified, ● Interdisciplinary
purified, balanced and graded.” curriculum, or a
● Children should be trained to curriculum that
participate in social life focuses on
effectively as it is the basic connecting
purpose of the school which is multiple subjects
to train pupils in cooperative
living.
● Every new experience is
education.

4. George ● Education is not the perpetual ● Teachers should

Counts truth. We are educated based go beyond
(1889- 1974) on the resources that are only abstract
within our reach and provided philosophical
by our time and society. conceptions of
● Schools and teachers are the democracy and
agents of change. teach explicitly
● Problem-solving – dominant about power and
method for instruction. injustice.
● Students are encouraged to
work on problems that have
social significance.
● Schools are instruments for
social improvement rather than
an agency for preserving the
status quo.
● Teachers are one of the
choice-makers in controversial
areas of economics, politics,
and morality.
● Schools swear to provide an
education that affords equal
learning opportunities to all
students. (Ornstein, 1987)

5. Theodore ● The goal of education was to ● Encourage

Brameld employ schools as agents for critical thinking
(1904-1987) social change. and active
● Schools should critically engagement
examine the present culture, among students.
resolve inconsistencies, These include
 controversies, and conflicts to inquiry-based
build a new society, not just learning, active
change society but do more to learning,
reform the social and problem-solving
educational status quo. activities,
● Education must be international cooperative
in scope for global citizenship. learning, and
● Education is designed to discussion-base
"awaken students' d instruction.
consciousness about social
problems and to engage them
actively in problem-solving.
● Active problem-solving as a
method of teaching and
learning.
● 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.

6. Paulo Freire ● Education must be centered ● Dialogue

(1921- 1997) upon developing critically teaching:
conscious, 'humanized', teachers engage
learners who act to liberate students in
themselves, and the world, from dialogue to
injustice. increase student
● Education and literacy are the engagement
vehicles for social change. and to prevent
● Teaching and learning as a the banking
process of inquiry – the child method of
must invent and reinvent the 'teacher talk'.
world. ● Critical literacy:
● Teachers must not see going beyond
themselves as the role the basic
possessors of knowledge and reading, writing,
their students as empty thinking,
receptacles. speaking, and
● Freire's critical pedagogy is listening habits,
problem-solving education. to engage
● Dialogue – a central element of learners in
Freire's pedagogy. It is love and conceptual
respect that allows us to inquiry into self
engage people in dialogue to and society and
discover ourselves in the into the
process and learn from one discipline under
another. study.
● Dialogue is the basis for critical ● Situated
and problem-posing pedagogy, Pedagogy:
as opposed to banking Teachers situate
education, where there is no the learning
discussion, only the imposition within the
of the teacher's ideas on the students´
 students. (Ornstein, 1984) cultures,
environment,
and real-life
context.
● Ethnography
and
Cross-cultural
communications:
Teachers need
to study the
population that
they are
teaching for.

REFLECTION: Let’s Reflect

Double-Entry Journal

Two Things I/ We Learned from this My/Our Thought/s or Reaction/s

Chapter

These philosophical perspectives have A philosophy of education can influence

greatly influenced educational theories and
practices. However, it's important to note
that no single philosophy can address all
educational needs and contexts. The most
effective approach often involves integrating
elements from multiple philosophies to
create a more holistic and inclusive
educational experience.
This philosophy emphasizes the spiritual
and moral development of students. It
believes that knowledge is innate and truth
is universal and absolute. The goal of
education, from an idealist perspective, is to
discover and develop each individual's
abilities and full moral excellence in order to
better serve society.
what courses or topics are taught, how they
are taught, and, most importantly, the
fundamental concepts and ideals that are
taught, both implicitly and explicitly, in
addition to the core curriculum.
All students are capable of learning. They
don't all learn at the same rate, but it is
possible to do so using a variety of methods
and strategies. Just like the thoughts of
education philosophers on what should be
taught and how learners should be taught.