MODULE I: SOCIETY AND EDUCATION

PHILOSOPHY comes from the Greek words “PHILOS” which means love and “SOPHIA” which means
wisdom. Philosophy means love of wisdom.

CLASSICAL PHILOSOPHY

 IDEALISM
 REALISM
 EXISTENTIALISM
 PRAGMATISM

REALISM

 Aristotle
 Realists believe that reality exists independent of the human mind

EXISTENTIALISM

 Existentialism advocates an education that helps the individual living an existential life

PRAGMATISM

 JOHN DEWEY
 Greek word “PRAGMA” meaning ACTION.
 Pragmatism is defined as an approach that evaluates theories or beliefs in terms of their
practical application.

MODERN PHILOSOPHIES

PERENNIALISM - believe that the focus of education should be the ideas that have lasted over centuries.
They believe the ideas are as relevant and meaningful today as when they were written.

AIM OF PERENNIALISM- to develop power of thought, internalize truths that are universal and constant
and to ensure that students acquire understanding about the great ideas of Western civilization.

PROGRESSIVISM - Progressivists is a modern philosophy and believe that individuality, progress, and
change are fundamental to one's education. Believing that people learn best from what they consider
most relevant to their lives, progressivists center their curricula on the needs, experiences, interests,
and abilities of students

AIM OF PROGRESSIVISM

 They want to keep students more active

 Give students practical knowledge
 Promote cultural values
 Promote democratic social living

HUMANISM
 - Humanism affirms the importance of seeing the "whole" person and appreciating the
uniqueness of each individual. Humanists believe that each individual is inherently good, has
free will, has the ability and desire to self-actualize and that their personal subjective reality is
valuable.

AIM OF HUMANISM

- The goal of education should be to foster students' desire to learn and teach them how to learn.
Students should be self-motivated in their studies and desire to learn on their own. Humanistic
educators believe that grades are irrelevant and that only self evaluation is meaningful.

POST MODERN PHILOSOPHIES

- Post Modern Philosophy is a philosophical movement that arose in the second half of the 20th
century as a critical response to assumptions alleged present in modernist philosophical ideas
regarding culture, identity ,history or language that were developed during 18th century
enlightenment .

POSTMODERN

*The “post” in postmodern suggests “after”

Post Modernism

- According to postmodernist, the aims of education are teaching critical thinking, production of
knowledge, development of individual and social identity, self-creation.

The first philosophers who influenced postmodern philosophy:

 Jean-François Lyotard
 Gilles Deleuze
 Michel Foucault
 Jacques Derrida

Most Important Viewpoint

(1) there is no objective reality.

(2) there is no scientific or historical truth (objective truth).
(3) science and technology (and even reason and logic) are not vehicles of human progress but
suspect instruments of established power
(4) Reason and logic are not universally valid .
(5) There is no such thing as human nature.
(6) Language does not refer to reality outside itself.
(7) There is no certain konwledge
(8) No general theory of the natural or social world can be valid or true.
B. Sociological Perspective

1. Social Dimension of Education

- Sociologist see education as one of the major institutions that constitutes society
- While theories guide research and policy formulation in the sociology of education, they provide
logical explanations for why things happen the way they do. These theories help sociologist
understand educational system.

Consensus and Conflict Theories

Consensus is a general or widespread agreement among all member of a particular society.

Conflict is a disagreement or clash between opposing ideas, principles, or people

Consensus theorists are concerned with the maintenance or continuation of social order in society, in
relation to accepted norms, values, rules and regulations as widely accepted or collectively by society
itself

Conflict theorists The conflict theorists are interested in how society’s institutions- the family,
government, religion, education and the media – may help to maintain the privileges of some groups
and keep others in subservient position.

Consensus

(1) Examine value integration in society

(2) Shared norms and values as fundamental to society
(3) Focus on social order based on tacit agreements

Conflict

(1) Examine conflict of interest and the coercion that holds society together
(2) Emphasize the dominance of some social groups
(3) See social order as manipulation and control by dominant groups

Consensus Theory in the Educational System

·School teaches generally accepted norms and values

·Students learn to agree on how to behave in some social situations.

·Education is essential to maintain modern workforce

Conflict Theory in the Educational System

 ·Educational system reinforces inequalities that arise from differences in class, gender, race, and
ethnicity.
 ·The fulfillment one’s Education closely link to social class
 ·Schools contribute to the unequal distribution of people into jobs in society
STRUCTURAL FUNCTIONALISM

 is the perspective which describes the society as a social system that has a social structure of its
own, made up of different parts which are interconnected which works together in harmony to
achieve social equilibrium.

HERBERT SPENCER (1820-1903) English Philosopher

 He saw similarities between society and the human body; he argued that just as the various
organs of the body work together to keep the body functioning, the various parts of society
work together to keep society functioning ( Spencer 1893).

Social Institutions

 The parts of society that Spencer referred to were the social institutions, or patterns of beliefs
and behaviors focused on meeting social needs, such as government, education, family,
healthcare, religion and the economy. according to Herbert Spencer

Emile Durkheim

 Durkheim believed that society is a complex system of interrelated and interdependent parts
that work together to maintain stability (Durkheim 1893), and that society is held together by
shared values, language, and symbols.

Robert Merton (1910-2003)

 He pointed out that social processes often have many functions. Social processes that have
undesirable consequences for the operation of society are called dysfunction.

Functions of Social Institutions

MANIFEST - are the intended functions of an institution or a phenomenon in a social system.

LATENT - are its unintended functions.

Principles

 Societies should be examined holistically in an interrelated system framework.

 Social systems are generally in a state of equilibrium.
 The functionalist are less interested in the history of a society, but more concerned with social
interactions

Interactionist Theory

 Interaction is a face to-face process consisting of actions, reactions, and mutual adaptation
between two or more individuals.
 Interactionist Theory, often associated with symbolic interactionism, is a sociological and
psychological perspective that emphasizes the role of human interaction in shaping social
behavior and constructing meaning

George Herbert Mead and Charles Horton Coley

  Mead and Coley examined the ways in which the individual in related to society through
ongoing social interactions.

Interactionist Theory

 Interactionism is a theoretical perspective that derives social processes (such as conflict,

cooperation, identity formation) from human interaction.
 Interactionism is a theoretical perspective that derives social processes (such as conflict,
cooperation, identity formation) from human interaction.

Purpose of Interactionist Theory

 The purpose of the Interactionist Theory is to understand and explain social phenomena by
focusing on the dynamics of human interaction. Turning on their heads everyday taken-for-
granted behaviors and interactions between students and students and between students and
teachers.

Symbolic Interactionism

 individual is related to society through on-going interactions.

 views the self as socially constructed in relation to social forces and structuresand the product
of on-going negotiations of meanings.

Principles of Symbolic Interactionism

 Capacity for Thought

 Shaped by Social Interaction
 Learning Meanings and Symbols
 Distinctively Human Actions and
 Interactions

Mead’s approach to symbolic interaction rested on 3 basis premises

1. People act toward the things that they encounter on the basis of what those things mean to
them.
2. We learn what things are by observing
3. As a result of ongoing interaction, We use in dealing with others acquire symbolic meanings that
are by shared by people who belong to the same culture.

SCHOOL AND SOCIAL INSTITUTIONS

FAMILY - The family is a crucial social institution. It serves as the primary unit for socialization, where
individuals learn norms, values, and traditions.

EDUCATION - Educational institutions impart knowledge and skills to individuals. Schools, colleges, and
universities are part of this institution.

RELIGION - Religious institutions guide morality, kindness, and virtues of life.

GOVERNMENT - The government is a formal institution that maintains order, enforces laws, and
provides public services.
ECONOMIC - Economic institutions involve production, distribution, and consumption of goods and
services.

RESPONDING TO THE DEMANDS OF SOIETY

# 1: Integration of Technology

 Discuss how Education 4.0 leverages advanced technologies like artificial intelligence, machine
learning, and virtual reality to enhance the learning experience.

# 2: Personalized Learning.

 Highlight the importance of personalized learning in Education 4.0, catering to individual

student needs and preferences.

# 3: Skills Development

 Discuss how Education 4.0 focuses on developing not only academic knowledge but also critical
thinking, problem-solving, and other skills crucial for success in the modern workforce.

#4: Global Citizenship.

 Address the societal demand for global citizens who are aware, interconnected, and culturally
competent

#5: Flexible Learning Environments

 Highlight how Education 4.0 allows for a blend of traditional classroom settings and online,
remote, or hybrid learning models

#6: Lifelong Learning

 Explain how Education 4.0 promotes a culture of lifelong learning, providing resources and
opportunities for ongoing skill development and knowledge acquisition.

#7: Community Engagement

 Highlight initiatives that bridge the gap between academia and society, fostering a sense of
responsibility and citizenship

#8: Assessment and Evaluation

 Discuss the use of innovative assessment tools that measure not only knowledge but also
practical application and problem-solving abilities.

Educational Reforms: The K-12 Curriculum Example

History of Philippine Education

 PRE-COONIAL PERIOD
o DECENTRALIZED FOCUSED ON PRACTICAL SKILLS, CULTURAL VALUES, AND SPIRITUAL
BELIEFS ESSENTIAL FOR SURVIVAL AND SOCIETAL COHESION.
 SPANISH PERIOD
 o SERVING THE INTERESTS OF THE COLONIAL ADMINISTRATION AND THE CATHOLIC
CHURCH.
 AMERICAN PERIOD
o MARKED BY SIGNIFICANT CHANGES AND REFORMS THAT SHAPED THE TRAJECTORY OF
THE COUNTRY'S EDUCATIONAL SYSTEM AND CULTURAL IDENTITY.
 FOURTH REPUBLIC
o THE FOUNDATION FOR THE DEVELOPMENT OF THE PHILIPPINE EDUCATIONAL SYSTEM.
 FIFTH REPUBLIC
o THE GOVERNMENT ENACTED THE ENHANCED BASIC EDUCATION ACT, WHICH
FORMALIZED THE K-12 SYSTEM.

Republic Act 10533 Enhanced Basic Education Act of 2013

• Section 4 Enhanced Basic Education Program - The enhanced basic education program encompasses
at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high school
and two (2) years of senior high school education.

Section 5 Curriculum Development - The DepEd shall formulate the design and details of the enhanced
basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates.

To ensure college readiness and to avoid remedial and duplication of basic education subjects, the
DepEd shall coordinate with the CHED and the Technical Education, and Skills Development Authority
(TESDA)

MAIN FEATURES OF THE K-12 PROGRAM

 Strengthen early childhood education (Universal Kindergarten)

 Making the curriculum relevant to discuss (Enhanced & contextualized)
 Building Proficiency through language (Multi-lingual Education)
 Gearing up for the future

Benefits of K-12

 PROVIDE TIME FOR STUDENTS TO GRASPS IDEAS AND SKILLS

 IMPROVE MIDDLE-LEVEL SKILL DEVELOPMENT
 PREPARE SHS GRADUATES FOR TERTIARY EDUCATION