Educ 6 The Teacher & the Community, Chapter 2: Society And Education

School Culture & Organizational Leadership A. Classical Philosophies (Condes R. and

Mamayabay, H.)
Chapter 1: Introduction to Society,
Community and Education – Defining the IDEALISM
Basic Concepts (Logronio, J.) • Socrates and Plato
It is the metaphysical view that associates
Society reality to ideas in the mind rather than to
- refers to a larger, more encompassing entity material objects. It lays emphasis on the
that often involves multiple communities, mental or spiritual components of
encompassing a broader geographical, cultural, experience. Idealists regard the mind and
and social scope. spirit as the most essential, permanent
aspects of one’s being.
Community
- represents a smaller, more localized group of In Education: Idealism holds the belief
individuals who share common interests, values, that the role of education is to search for
and goals within a specific geographic area. true ideas that are recorded in bodies of
subjects/knowledge, and school is the
Education place where discovery of ideas happens.
- The process of receiving or giving systematic
instruction, especially at a school or university. Subject matter: Philosophy, Literature,
- In the Philippines by law, education is History and Religion.
obligatory for 13 years (Kindergarten and
Grades 1-12). REALISM
• Aristotle and St. Thomas
TYPES OF EDUCATION It is the view that an object or thing really
exists and has certain attributes,
FORMAL EDUCATION independently of what people think about
- in a classroom setting with trained teaching it. This knowledge can be acquired
and non-teaching staff. through sensation and abstraction, and
through the Scientific Method proposed
NON-FORMAL EDUCATION by Aristotle.
- is an organized educational activity that takes
place outside a formal set up. In Education: Reality is objective and
knowledge concerns the material world.
INFORMAL EDUCATION The role of education then is to equip
- is a lifelong process of learning by which a students with knowledge that they need to
person acquires and accumulate knowledge, make rational decisions and to equip
skills, attitude from daily experiences at home, at them with knowledge about the objective
work, at play, and from life itself. world.

SOCIAL CURRICULUM Subject matter: Science and

- a means to teach students how to interact and Mathematics.
empathize with one another. It is how to ensure
students feel good about themselves and their EXISTENTIALISM
relationships. When students learn a social • Jean Paul Sartre and Soren Kiergeraad
curriculum, they are socially aware and It focuses on the individual's existence
emotionally intelligent. and the freedom and responsibility that
come with it. Humans are not born with a
SCHOOL CULTURE predetermined essence or purpose, and
- encompasses how things are done while the instead, create their own meaning and
process of education is being performed. It identity through their choices and actions.
includes dress, beliefs, norms, expectations,
values, diet, and a host of other factors. It also In Education: Existentialism holds the
includes how school community members belief that reality is subjective. For the
interact with one another. Students are the existentialist, the role of education is to
people in a school receiving education. help the learners discover and explore
their purpose in life.

Subject matter: Humanities

 universe, human beings, knowledge
PRAGMATISM and truth.
• John Dewey and Charles Pierce
It suggests that the meaning and  Chief proponents of perennialism
usefulness of ideas are more important Plato and Aristole
than their absolute truth or falsehood. Thomas Aquinas
What matters is whether they work in
practice and contribute to solving real-  Perennialism and teacher
world problems.  The teacher must be competent and a
master of his subject so that he can help
In Education: Human creates his own his students to develop the power to think
values and that his reality is still making. deeply, analytically, flexibly and
Hence, knowledge acquisition involves a imaginatively.
person in an environment, and that there
are no permanent realities.  They must also be authoritative and a
guide to manage a classroom as well as
Subject matter: Life and growth the teaching learning activities.

1. Progressivism
B. Modern Philosophies of Education (Abacahin,  Progressivism philosophy believes that
M. and Sante, E.) the school must play a leading role in
preparing citizens for active civic
Meaning of Philosophies preparation in a democratic society.
- The word philosophy is derived from two
Greek words i.e. ‘PHILEO’ means “To love”  Believes that learning must be done
and ‘SOPHIA’ means “wisdom. Thus, it through problem solving and scientific
means philosophy is “Love of wisdom”, inquiry in cooperative and self-discipline
“searching the wisdom” or “passion of way, which promotes democratic living
learning”. It is the loving and searching care and transmits the culture while preparing
for the wisdom and truth. students to adapt in changing world.

Uses of Philosophy and education  Believes that education should focus on

1. As a resources the whole child rather than on content or
-person in curriculum development in the teacher.
particular subject.
 Chief proponents of Progressivism
2. As an interdisciplinarian Johan Dewey
- the philosopher of education is concerned Henry Barnard
not only with the relationship of all fields of
education with one another but also with the  Progressivism and teacher
relationships of these fields to the wider world 1. Effective teacher provides experiences so
of arts, science, religion, politics and society. that students can learn by doing.

3. As co-researcher 2. The teacher must act as a guide for

- the educational philosopher collates and problem solving, as a leader in group
synthesizes the findings of various projects in activities and as a partner in planning
different fields which convergent answer as learning activities.
single, fundamental question.
3. The teacher has to meet the needs of
Modern philosophy of Education pupil as good human being.
- Modern philosophies are also known as
normative philosophies. 2. Humanism
- These are actually the theories of education o The roots of humanism are found in
that are based on the results of philosophical the thinking of Erasmus (1466-1536),
thoughts and of factual inquiries about human who attacked the religious teaching
beings and psychology of learning. and thought prevalent in his time to
Some of the modern educational philosophies focus on free inquiry and re- discovery
are the following: of the classical roots from Greece and
Rome.
1. Perennialism
o It is the oldest and most conservative o Was developed as an educational
educational philosophy that has roots philosophy by Rousseau (1712-1778),
in realism and relies in past views and Pestalozzi, who emphasized
about changes in the nature of nature and the basic goodness of
 humans, understanding through the
senses, and education as a gradual Consensus V.S Conflict
and unhurried process in which the
development of human character CONSENSUS THEORY
follows the unfolding nature. - see shared norms and values as fundamental
to society, focus on social order based on tacit
 Chief proponents of Humanism agreements, and view social change as
Abraham Maslow occurring in a slow and orderly fashion.
Carl Rogers
Alfred Adler Consensus theorists examine value integration
in society.
3. Postmodern philosophy
-has refused most of modernism’s main CONFLICT THEORY
ideas. The most important point in - Emphasizes the dominance of some social
modernism educational opinion is groups by others.
rationality.
- in modern education teachers try to - See social order as based on manipulation and
educate a logical person who can live in control by dominant groups and in a disorderly
rational society. In this situation, teachers fashion as subordinate groups overthrow dominant
dominate and controls students. Also, group.
teachers know everything and determine
Conflict theorist examine conflict of interest and
students’ positions and futures.
the coercion that hold the society together in the
face of these stresses.
 Major contributor to postmodernism
Jacques Derrida

C. Sociological Perspectives (Oturdos, P. and

Siega, J.) No. 1 Social Dimension of
Education

Society
- people in general thought of as living together
in organized communities with shared laws,
traditions, and values.
Structural Functionalism
Education-broad concept. - states that society is made up of various
- Referring to all the experiences in which institutions that work together in cooperation.
learners can learn something. Social endeavor Parsons' structural functionalism has four
designed to get the maximum from the ability of functional imperatives also known as AGIL
each of the member of the society. Education scheme.
covers both the teaching, learning of knowledge
and values. Adaptation
- a system must cope with external situational
Sociology exigencies. It must adapt to its environment and
- The word Sociology originates from latin adapt environment to its needs.
prefix :socius, “companion”; and the suffix -ology,
“the study of”, from Greek ‘Logos’, “knowledge”. Goal Attainment
- a system must define and achieve its primary goals.
Sociology is the systematic study of society.
Integration
Sociology encompasses all the elements of - a system must regulate the interrelationship of its
society such as social relation, social component parts.
stratification, social interaction, culture.
It must also manage the relationship among the other
Social Perspectives three functional imperatives (A,G,L)
- This perspective focuses on social interaction in the
classroom, on the playground, and in other school Latency (Pattern Maintenance)
venues. - a system must furnish, maintain and renew
both the motivation of individuals and the cultural
Specific research finds that social interaction in patterns that create and sustain the motivation.
schools affects the development of gender roles and
that teachers’ expectations of pupils’ intellectual Interactionist Theory
abilities affect how much pupils learn.
- This perspective focuses on social interaction functions performed, and it is necessary for
in the classroom, on the playground, and in survival and well-being.
other school venues.
Interactionist theories attempt take the MAIN GOALS OF THE FAMILY INSTITUTION
“commonplace strange” by turning on their INCLUDE:
heads everyday taken-for-granted behaviors and
 Protecting children
interactions between students and students and
between students and teachers.  Nurture children with love
 Socialize children with social skills
For example, the process by which students are  Teaching life skills and how to function
labelled “gifted” or “learning disabled” are, from in society
an interactionist point of view, important to
analyze because such processes carry with FUNCTIONS OF THE FAMILY
them many implicit assumptions about learning  Sexual Regulation
and children.  Reproduction of the race and rearing
of the young
 Cultural transmission of enculturation
C. Sociological Perspectives (Oturdos, P. and  Socialization of the child
Siega, J.) No. 2 Schools and Social  Providing affection and sense of
Institution. security
 Providing the environment for
Schools and Social Institution personality development
 Economic support
SOCIAL INSTITUTION  Providing social placement
According to Larena, Josefino Tulabing Jr,
 Providing social status
(2017) it is a group of social positions,
 Education
connected by social relations, performing a
social role. Any institution in a society that works
CHARACTERISTICS OF A FILIPINO FAMILY
to socialize the group of people in it.
 Closely knit/and strong family kinship
10 characteristics of Social Institutions  Bilaterally extended
 Satisfaction of specific needs  Strong family orientation
 Prescription of rules  Authority is based on seniority/age
 Abstractness  Externally patriarchal, internally
matriarchal
 Cultural symbols
 High value on education of members
 Universality
 Predominantly catholic (80%) of
 Social in nature
population
 Institutions are the controlling
 Child-centered
mechanisms
 Average number of members is 5
 Relatively permanent
(NEDA statistics)
 Oral and written
 Environmental stresses: economic,
 Institutions are interested
political, urbanization, health
problems, etc.
These are the 10 characteristics of social
institution, as we all know an institution will only
TYPES OF FAMILY
exist if there is a society or community.
 Nuclear family – Family consists of
mother, father, and their biological or
5 BASIC SOCIAL INSTITUTIONS
adoptive descendants.
 FAMILY
 Joint Family – the social unit
 RELIGION
consisting of several generations of
 ECONOMIC
kindred living together under the same
 GOVERNMENT
roof or in a joining compound.
 EDUCATION
 Extended Family – an extended family
is two or more adults from different
FAMILY
generations of a family, who share a
The family institution is generally regarded as
household. It consists of more than
the primary social institution, and the family is
parents and children.
the basic unit of society. There are multiple
ECONOMIC INSTITUTIONS FUNCTIONS OF RELIGION
• Provides mental peace
Two Branches of Economic Institutions • Explains individual suffering
• It inculcates social values
1. Microeconomic • Promotes social solidarity
- is concerned with the specific economic units • Convert the animal qualities to human
of parts that makes an economic system and the qualities
relationship between those parts. • An agent of socialization and social
control
Microeconomic studies the behavior of individual • Promotes welfare
economic units, such as households, firms, and • Gives recreation
Markets. • Comes as a source of social cohesion
• Influences economy and political system
SCOPE OF MICROECONOMICS COVERS • Strengthens self-confidence
• Consumption
• Production PHILIPPINES’ RELIGIOUS SECTORS
• Exchange • Catholic
• Distributions • Islam
• Buying decisions of the individual • Iglesia ni Cristo
• Consumers satisfaction • Aglipayan/Aglipay
• Buying and selling decisions of the firm • Protestant
• Seventh day Adventist
• Determination of prices and in markets
• Hinduism and Buddhism
• Quantity, quality and variety of products
• Profits GOVERNMENT

2. Macroeconomic The governmental institution develops and

- concerned with the economy as a whole, or implements rules and decides how to manage
large segments of it. – it focuses on such relations with other societies.
problems as the role of unemployment, the
changing level of prices, the nation’s total output THREE BRANCHES OF GOVERNMENT
of goods and service, and the ways in which
government raises and spends money. 1. Executive
– enforces rules and laws
so executive refers to the branch of government
SCOPE OF MACROECONOMICS COVERS
who is responsible for implementing and
• Economic growth
enforcing laws and policies.
• Unemployment and inflation
• Aggregate demand and aggregate 2. Legislative
supply – makes rules and laws legislative government
• Economic policies or legislative branch is responsible for making
• International trade laws.
• Money supply
3. Judicial
RELIGIOUS INSTITUTIONS – interprets rules and laws judicial government
From early human history, religious beliefs have or judicial branch is responsible for interpreting
provided answers for unanswerable questions laws and administering justice. It consists of
and the meaning of life and death. As societies courts, judges and other legal institutions which
are tasked with resolving disputes, applying laws
have changed and moved into modern societies,
and, upholding justice.
religious institutions have changed but
maintained a vital purpose for many TYPES OF GOVERNMENT
communities and individuals.  as the number of persons exercising
sovereign powers;
It is a set of beliefs and practices that pertain to
a sacred or supernatural realm that guides - Monarchy
human behavior and gives meaning to life - Aristocracy
among community of believers. (Larena, - Democracy
Josefino Tulabing Jr.)
 as to extent of powers exercised by the
central or national government.
 Unitary Government
– the control of national and local affairs is
under the central or national government. Republic Act 10533 Enhanced Basic
Education Act of 2013
Federal Government
– the powers of the government are Section 4 Enhance Basic Education Program
divided between two sets of organs, one - The enhanced basic education program
for national and the other for local affairs, encompasses at least one (1) year of
each organ being supreme within its own kindergarten education , six (6) years of
sphere. elementary education, and six (6) years of
secondary education, in that sequence.
 as to relationship between the executive Secondary education includes four years (4)
and the legislative branches of the years of junior high school and two (2) years of
government:
senior high school education.
Parliamentary Government
– the executive is dependent on the Section 5 Curriculum Development
legislative - The DepEd shall formulate the design and
details of the enhanced basic education
Presidential Government curriculum. It shall work with the Commission of
– the executive is constitutionally vested Higher Education (CHED) to craft harmonized
with powers making it independent from basic and tertiary curricula for the global
legislative department. competitiveness of Filipino graduates. To ensure
college readiness and avoid remedial and
EDUCATION AS SOCIAL INSTITUTIONS duplication of basic education subject, the
DepEd shall coordinate with the CHED and
School refers to a place of education. On the Technical Education and Skills Development
other hand, education refers to learning and Authority (TESDA).
teaching. This is interchangeable used with a
little bit difference when it comes to
characteristics. In addition, it is understood that The child reads to learn in the elementary level
the school is a part of the vast area called until Grade 6 then he goes to high school to
education. have the usual subjects in mathematics,
science, social studies, Filipino, English and
FUNCTIONS OF EDUCATIONAL INSTITUTION exploratory Technology and Livelihood
• Socialization. Education (TLE) in Grades 7-8 and specialized
• Cultural Transmission TLE in Grades 9-10.
• Social Control
• Cultural Innovation In Grade 11 to 12 or Senior High School there is
• Social Integration the option to choose from among four tracks:
• Social Placement
• Future Occupation 1. Academic Track:
• Custodial Care
 General Academic Strand (GAS)
 Science, Technology, Engineering and
D. Educational Reforms: The K-12 (Marimon, Mathematics (STEM)
A.)  Accounting, Business and Management
(ABM)
What is Curriculum?  Humanities, Music and Social Sciences
- Curriculum are subjects comprising a course of (HUMSS)
study in a school or college. A curriculum is more
for teachers than it is for pupils. If it cannot 2.Technical Vocational Livelihood (TVL) Track:
change, move, perturb, inform teachers, it will • Home Economics, Agri-Fishery, Industrial
have no effect on those whom they teach.
Arts, Information •Communication
Technology (ICT).
What is the purpose of K-12 Curriculum?
- Republic Act No. 10533, the Enhanced
Education Act of 2013, seeks to improve the 3. Sports Track.
basic education system of the Philippines by 4. Arts and Design Track
strengthening its curriculum and lengthening the
number of years of basic education from ten to Three additional laws were passed relevant to
the aforementioned tracks
twelve years.
  Clear appreciation of one’s responsibility as a
RA.10647 – the “Ladderized Education Act of citizen of a multicultural Philippines and a
2014” signed on 21 November 2014. diverse world.
2. Systematically apply knowledge, understanding,
- It seeks to strengthen the ladderized interface theory, and skills for the development of the self,
between technical-vocational education/training local, and global communities using prior learning,
and higher education such that job platforms and inquiry, and experimentation;
opportunities to earn are available at every exit
and credit transfers are ensured when the 3. Work comfortably with relevant technologies and
student decides to return to school. develop adaptations and innovations for significant
use in local and global communities;
RA.10648 – the “Iskolar ng Bayan Act of
4. Communicate with local and global communities
2014” signed on 27 November 2014.
with proficiency, orally, in writing, and through new
technologies of communication; and
- The Act provides scholarship grants in State
Colleges and Universities (SUCs) to top 5. Interact meaningfully in a social setting and
graduates of all public schools provided the contribute to the fulfillment of individual and shared
students meet the admission requirements of the goals, respecting the fundamental humanity of all
persons and the diversity of groups and
college/university they intend to enroll in.
communities.
RA 10650 – the “Open Distance Learning The specific goals are framed within the subject
Act” signed on 9 December 2014 areas and were approved by CHED in 2011.

- seeks to expand access to educational The new curriculum, popularly known as the K to 12
services through open distance learning or the program, is a landmark reform that brings the basic
use of technology to enable students to develop education of the country on a par with international
competencies and earn a degree. It is clear that standards.
the government is providing the legal support to
Before the passing of the law, the Philippines is the
respond to the changing educational landscape
only country in the ASEAN that has 10-years basic
and to ensure the success of our country’s
education while the rest have 12 years minimum.
educational reform.
The Philippine government is working hard to
The Trifocalization promulgate essential laws and policies in order to
• Department of Education (DepEd), provide Filipinos a platform to harness their potential
• Technical Education and Skills and compete globally. Partnerships among public
Development Authority (TESDA), and private institution were called upon to better
• Commission of Higher Education facilitate these reforms.
(CHED) shall help endure that the
Enhanced Basic Education Act of 2013
shall be enforce and provide experiential Chapter 3 – Section 1: School as Social System
learning opportunities and inculcate (Besas, C._Acompanado, G._Delos Reyes, J. and
Licmoan, M.)
lifelong learning mindset to Filipino
learners.
Social System
 activities and interaction of groups consisting
COLLEGE READINESS STANDARDS GOALS
of members brought together for a common
purpose.
1. Produce all forms of texts (e.g., written, oral,  composed of subunits, elements and
visual, digital) based on: subsystems that are interrelated within
 Solid grounding on Philippine experience relatively stable patterns of social order
and culture; (Olsen, 197f)
 An understanding of the self, community,
and nation; Basic Assumptions for Social System Models”
 Open systems
 Application of critical and creative thinking
 Consist of interdependent parts,
and doing processes;
characteristics, and activities that contribute
 Competency in formulating to and receive from the whole.
ideas/arguments logically, scientifically,  are peopled
and creatively; and  are goal oriented.
 are structural
 are normative
  are sanction bearing Teaching learning
 are political  Refers to the central activity where
 have distinctive cultures. teaching and learning take place.
 are conceptual and relative  It's the heart of the educational process,
 All formal organizations are social system. where the "product" of the school, which
But all social systems are not formal is educated students, is produced.
organizations
Environment
 Everything outside the organization;
source of inputs.
 Physical Environment: Facilities
(foundation for learning).
 Social and Emotional Environment:
Positive Relationships (belonging, trust,
and acceptance).
 Academic Environment: Curriculum
(knowledge base, critical thinking skills,
and problem-solving abilities), Instructions
(delivery channels), Assessment
(feedback).

Outcomes
Key Elements Of School As A Social System  The products of the organizations, e.g.
educated students.
Structure  Individual Outcomes: Academic
 Roles are expectations of positions that Achievement, Social-Emotional
are arranged in a hierarchy. Development, Identity Formation.
 The hierarchy distributes tasks to  Community Outcomes: Civic
specialized individuals, and the Engagement, Social Cohesion, Economic
organization is a result of the division of Prosperity.
labor (parsons, 1960).
Feedback Loop: Internal And External
Individual  Feedback: communication that monitor
 Key unit in any social system; regardless behavior.
of positions, people bring with them  Internal: The relative level of goal
individual needs, beliefs and a cognitive achievement serves as an indicator of the
understanding of the job. need to adjust one or more of the
 Positive feelings toward the organization elements of the transformation process.
significantly affect the overall health of the
system. Feedback Loop: Internal And External
 External: Different constituencies in the
Culture community evaluate the school’s
 represents the unwritten feeling part of products.
the organizations: its share values.
(Daft,2009).  provide diverse perspectives and insights
 It can be said that attitude governs one’s that can inform decision-making and
mind while culture governs the identify potential blind spots
organizational mind.
 Therefore, each member’s attitudes
gathered in a pool called culture.

Politics
 Informal power relations that develop
spontaneously.
 Emerges from the interaction of authority
and power within an organization.
 Formal power originates from the
structural system, the cultural system
produces informal power, and individuals
have the pow-er of expertise

Technical Core: