ED-103 Module Chapter 1 - Tentative Course Outline/Calendar PDF

**\ ** **TENTATIVE COURSE OUTLINE/CALENDAR** +-----------------------------------+-----------------------------------+ | Week | Topic/s | +===================================+===================================+ | 1...

**\ ** **TENTATIVE COURSE OUTLINE/CALENDAR** +-----------------------------------+-----------------------------------+ | Week | Topic/s | +===================================+===================================+ | 1 | Overview of the course syllabus | | | and its explicit relation to the | | | university's vision, the mission | | | of the college and its goals | +-----------------------------------+-----------------------------------+ | 1-2 | *1.Philosophical Concept of | | | Education* | | | | | | *1.1 Philosophical Thoughts on | | | Education* | | | | | | *1.2 K to 12 Educational | | | Philosophies* | +-----------------------------------+-----------------------------------+ | 3-4 | *2. Historical Foundation of | | | Education* | | | | | | *2.1 Key Periods in Educational | | | History* | | | | | | *2.2 The History of the | | | Philippine Educational System* | +-----------------------------------+-----------------------------------+ | 5-6 | *3. Sociological Concept of | | | Education* | | | | | | *3.1 Social Science Theories and | | | Their Implication to Education* | | | | | | *3.2 The Strengths and Weaknesses | | | of the Filipino Character: A | | | Socio-Cultural Issue* | +-----------------------------------+-----------------------------------+ | 7-8 | *4. Teacher, School and | | | Community* | | | | | | *4.1 Code of Ethics for | | | Professional Teachers, Article | | | III* | | | | | | *4.2 School as a Social, Cultural | | | and Community Institution* | | | | | | *4.3 Global Issues that Concern | | | Schools and Society* | +-----------------------------------+-----------------------------------+ | 9 | | +-----------------------------------+-----------------------------------+ | 10-11 | *5. School-Community Relations* | | | | | | *5.1 Legal and Ethical Aspects of | | | School Community Relations | | | Programs* | | | | | | *5.2 Building Partnership with | | | the Community* | | | | | | *5.3 School Family | | | Communications* | | | | | | *5.4 School Policies and their | | | Functions* | +-----------------------------------+-----------------------------------+ | 12-13 | ***6. Organizational | | | Leadership*** | | | | | | ***6.1 Principles and Theories of | | | Organizational Leadership*** | | | | | | ***6.2 Organizational Leadership | | | Styles and Approaches*** | | | | | | ***6.3 Leadership and | | | Organizational Structure and | | | Culture*** | +-----------------------------------+-----------------------------------+ | 14-15 | *7. School Culture* | | | | | | *7.1 Defining School Culture and | | | Climate* | | | | | | *7.2 Role of School Culture in | | | Learning* | | | | | | *7.3 Creating a Positive Culture* | +-----------------------------------+-----------------------------------+ | 16-17 | *8. The School Head in School | | | Based Management* | | | | | | *8.1 Roles and Competencies of | | | School Heads* | | | | | | *8.2 Legal Basis of School Based | | | Management* | +-----------------------------------+-----------------------------------+ | 18 | | +-----------------------------------+-----------------------------------+ +-----------------------------------------------------------------------+ | **PHILOSOPHICAL CONCEPT OF EDUCATION** | +=======================================================================+ | 1\. Explain the relationship between education and philosophy. | | | | 2\. Discuss the philosophical thoughts on education. | +-----------------------------------------------------------------------+ |  | | | | 1\. What is the relationship of education to philosophy? How can it | | affect the school and the community? | | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | | **Philosophical Thoughts on Education** | | | | When academicians get aware about problems of education and take help | | of philosophy, then philosophy of education emerges. Thus, | | philosophers and academicians both construct philosophy of education. | | | | Philosophy of education is that branch of philosophy in which | | interpretation of humans and its nature of education is done on the | | basis of opinion of different philosophers and philosophical solution | | to the problems of education is presented. | | | | Philosophy of education is the **application of philosophy to the | | study of problems of education**. -Henderson | | | | A. John Locke (1632-1704) The Empiricist Educator | | | | - Acquire knowledge about the world through the senses. | | | | - Simple ideas become more complex through comparison, reflection | | and generalization. | | | | - Questioned the long traditional view that knowledge came | | exclusively from literary sources. | | | | - Opposed the "divine right of kings" theory | | | | - Political order should be based upon a contract between the | | people and the government. | | | | - Aristocrats are not destined by birth to be rulers. | | | | - People should be educated to govern themselves intelligently and | | responsibly (Ornstein, 1984). | | | | B. Herbert Spencer (1820-1903): Utilitarian Education | | | | - 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 the more specialized kind of | | activity. | | | | - Social development had taken place accordingly to an evolutionary | | process by which simple homogeneous societies had evolved to more | | complex societal systems characterized with humanistic and | | classical education. | | | | - Curriculum should emphasize the practical, utilitarian and | | scientific subjects that helped human kind master the | | environment. | | | | - Curriculum must be arranged according to their contribution to | | human survival and progress. | | | | - Industrialized society require vocational and professional | | education based on scientific and practical objectives rather | | than on the very general educational goals associated with | | humanistic and classical education. | | | | - Was not inclined to rote learning; schooling must be related to | | life and to the activities needed to earn a living. | | | | - Science and other subjects that sustained human life and | | prosperity should have a 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). | | | | 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 are brought to participate in the society. | | | | - The school is a special environment, established by the 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 school is social, democratic and scientific. | | | | - The authoritarian o coercive style of administration and teaching | | is out of place because they block 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 schools. | | | | - The fund of knowledge of the human race-past ideas, discoveries | | and inventions was to be used as the material for dealing with | | problems. This accumulated wisdom of cultural heritage has to be | | tested. If it served human purposes, it becomes part of a | | reconstructed experience. | | | | 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 processes the information or does research to acquire | | the information needed to solve the problem. | | | | - The learner develops possible and tentative solutions that may | | solve the problem. | | | | - The learner tests the solutions by applying them to the problem. | | In this one way one discovers their validity for oneself. | | (Ornstein, 1984). | | | | 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 the 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 on problems that have social significance | | | | - 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 | | agent 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 decision for them. | | | | - Schools ought to provide an education that afford equal learning | | opportunities to all students (Ornstein, 1984). | | | | E. Theodore Brameld (1904-1987): Social Constructivism | | | | - Emphasizes the reformation of society. | | | | - Schools should critically examine the present culture and resolve | | inconsistencies, controversies and conflicts to build a new | | society and not just change society. | | | | - Technological era is an era of interdependence and so education | | must be international in scope for global citizenship. | | | | - Education is designed to "awaken students' consciousness about | | social problems and to engage them actively in problem solving. | | | | - Committed to equality or equity in both society and education. | | | | - Emphasize the idea of an interdependent world (Ornstein, 1984). | | | | F. Paulo Freire (1921-1997): Critical Pedagogy | | | | - System must be changed to overcome oppression and improve human | | conditions. | | | | - Education and literacy are the vehicle for social change. | | | | - 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. | | | | - A democratic relationship between the teacher and her students is | | necessary in order for the conscientization process to take | | place. | | | | - Critical Pedagogy is problem-posing education. | | | | - Dialogue is the basis for critical and problem-posing pedagogy | | (Ornstein, 1984). | | | | **K-12 Educational Philosophies** | | | | **The K to 12 philo­soph­i­cal points are an­chored on | | philo­soph­i­cal ap­proaches and trends.** | | | | The first as­pect of the need to strengthen the Early Child­hood | | Ed­u­ca­tion is based on the phi­los­o­phy of Ger­man ed­u­ca­tor | | Fredrick Froebel. The K to 12 pro­gram ad­heres to his cog­ni­tive | | ap­proach of en­hanc­ing a child's skills through men­tal | | stim­u­la­tion. | | | | The sec­ond as­pect of the K to 12 is on **Con­tex­tu­al­iza­tion and | | En­hance­ment** which bar­rows heav­ily on the philoso­phies of | | Amer­i­can philoso­pher **John Dewey**. The sec­ond as­pect of the | | pro­gram **aims to make a learner-rel­e­vant cur­ricu­lum**. This | | very much echoes Dewey's prag­ma­tist ap­proach. Dewey, as well as | | the sec­ond as­pect of the K to 12 pro­gram, **be­lieves that | | ed­u­ca­tion is a process by which the young were in­tro­duced to | | their cul­tural heritage**. The K to 12 ap­proach to a cur­ricu­lum | | that is rel­e­vant to the learn­ers sounds en­tirely a prag­matic | | phi­los­o­phy. | | | | The third as­pect of K to 12 on use of the **Mother Tongue borrows | | its ra­tio­nal­iza­tion from the Mul­ti­lin­gual Ed­u­ca­tion (MLE) | | of the United Na­tions Ed­u­ca­tional, Sci­en­tific and Cul­tural | | Or­ga­ni­za­tion (UNESCO)** for 2003 and 2005. | | | | In fact, the pro­gram stages of the MLE pro­grams of the UNESCO that | | pro­motes four stages of in­struc­tion are ex­actly the same on how | | the MT is in­tro­duced in the K to 12 pro­grams. UNESCO's stages | | in­clude: | | | | - Stage I - learn­ing takes place en­tirely in the child's home | | lan­guage | | | | - Stage II - build­ing flu­ency in the mother tongue. | | In­tro­duc­tion of oral L2 | | | | - Stage III - build­ing oral flu­ency in L2. In­tro­duc­tion of | | lit­er­acy in L2. | | | | - Stage IV - us­ing both L1 and L2 for life­long learn­ing | | | | The fourth and last as­pect of the pro­gram is **Learn­ing Spi­ral | | Pro­gres­sion**. This ad­heres to the ed­u­ca­tional theories of | | Essen­tial­ism. Essen­tial­ism is par­tic­u­larly con­cerned with the | | fun­da­men­tals of ed­u­ca­tion. Cur­ric­u­lar points of | | **Essen­tial­ism en­cour­age the cul­ti­va­tion of ba­sic skills that | | contribute to mas­tery and lit­er­acy**. | +-----------------------------------------------------------------------+ |  | | | | 1\. Explain the relationship of education, philosopy and educational | | philosopy using the venn diagram below. | | | | 2\. Read carefully the following questions. Write your answer in | | three to five sentences. | | | | a\. "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. | | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_ | | | | b\. Freire opposed the banking method of education and favored | | critical pedagogy. Why | | | | **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_** | | | | 3\. Complete the table below to summarize the philosophies of | | education. | | | | Philosophy Aim/s and Method/s of Education | | ------------ --------------------------------- | | 1. 1. | | 2. 2. | | 3. 3. | | 4. 4. | | 5. 5. | | 6. 6. | | 7. 7. | | 8. 8. | | 9. 9. | | 10. 10. | | | +-----------------------------------------------------------------------+ | Five things that I learned from this chapter are the following: | | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | +-----------------------------------------------------------------------+ |  | | | | Directions: Essay: Read and analyze the following questions. Answer | | it in two-three sentences only. | | | | 1\. Complete these sayings and explain. Which one is in favor on the | | philosophy of Herbert Spencer? | | | | A. A \_\_\_\_\_\_\_\_\_\_ knows less and less about more and more | | until he or she knows nothing about everything. | | | | B. A \_\_\_\_\_\_\_\_\_\_ knows more and more about less and less | | until he or she knows everything about nothing. | | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_ | | | | 2\. "Freedom fighters use liberating, nationalist and scientific | | education to study realities and free the oppressed." In which | | philosophy is this statement alike? Justify your answer? | | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_ | | | | 3\. All of the philosophical thoughts on education point to the need | | of interacting with others and of creating a 'community of | | inquiry.' What does it mean? | | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_ | | | | 4\. What is the relationship between education and philosophy? How | | does it affects the teaching-learning process? | | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_ | | | | 5\. What is the relationship between educational philosophies and | | the society? How does it serves as foundation of schools and | | schooling? | | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | \_\_\_\_\_\_\_\_ | +-----------------------------------------------------------------------+ | **The contents of this module are from:** | | | | Prieto, Nelia G., et al (2019). *The Teacher and the Community, Sch | | ool Culture and Organizational Leadership*. Metro Manila: Lorimar Pub | | lishing Inc. | | ------------------------------------------------------------------- | | --------------------------------------------------------------------- | | -------------- | | Bilbao, Purita P., et al (2015). *The Teaching Profession.* Metro M | | anila, Lorimar Publishing Inc. | +-----------------------------------------------------------------------+