ED-103-Module-Chapter-1.pdf

Republic of the Philippines BATANGAS STATE UNIVERSITY The National Engineering University ARASOF-Nasugbu R. Martinez St., Brgy. Bucana, Nasugbu, Batangas, Philippines 4231...

Republic of the Philippines BATANGAS STATE UNIVERSITY The National Engineering University ARASOF-Nasugbu R. Martinez St., Brgy. Bucana, Nasugbu, Batangas, Philippines 4231 Tel. No.: +63 917 107 2200 E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph LEARNING MODULE IN THE TEACHER AND THE COMMUNITY, SCHOOL CULTUREst AND ORGANIZATIONAL LEADERSHIP 1 Semester, A.Y. 2024-2025 PHILOSOPHICAL CONCEPT OF CHAPTER 1 EDUCATION Duration: 3 hours/week Subject Code: Ed 103 Subject Teacher: Asst. Prof. JAPNER XAVIER L. GUEVARRA 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 Midterm Examination 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 Final Examination Page 2 of 2  PHILOSOPHICAL CONCEPT OF EDUCATION EXPECTED LEARNING OUTCOMES 1. Explain the relationship between education and philosophy. 2. Discuss the philosophical thoughts on education. THE BIG IDEA 1. What is the relationship of education to philosophy? How can it affect the school and the community? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ______________________________________________________________________________________ DEEPEN YOUR UNDERSTANDING 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 Page 3 of 3 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. Page 4 of 4   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 Page 5 of 5  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 philo¬soph¬i¬cal points are an¬chored on philo¬soph¬i¬cal ap¬proaches and trends. The first as¬pect of the need to strengthen the Early Child¬hood Ed¬u¬ca¬tion is based on the phi¬los¬o¬phy of Ger¬man ed¬u¬ca¬tor Fredrick Froebel. The K to 12 pro¬gram ad¬heres to his cog¬ni¬tive ap¬proach of en¬hanc¬ing a child’s skills through men¬tal stim¬u¬la¬tion. The sec¬ond as¬pect of the K to 12 is on Con¬tex¬tu¬al¬iza¬tion and En¬hance¬ment which bar¬rows heav¬ily on the philoso¬phies of Amer¬i¬can philoso¬pher John Dewey. The sec¬ond as¬pect of the pro¬gram aims to make a learner- rel¬e¬vant cur¬ricu¬lum. This very much echoes Dewey’s prag¬ma¬tist ap¬proach. Dewey, as well as the sec¬ond as¬pect of the K to 12 pro¬gram, be¬lieves that ed¬u¬ca¬tion is a process by which the young were in¬tro¬duced to their cul¬tural heritage. The K to 12 ap¬proach to a cur¬ricu¬lum that is rel¬e¬vant to the learn¬ers sounds en¬tirely a prag¬matic phi¬los¬o¬phy. The third as¬pect of K to 12 on use of the Mother Tongue borrows its ra¬tio¬nal¬iza¬tion from the Mul¬ti¬lin¬gual Ed¬u¬ca¬tion (MLE) of the United Na¬tions Ed¬u¬ca¬tional, Sci¬en¬tific and Cul¬tural Or¬ga¬ni¬za¬tion (UNESCO) for 2003 and 2005. In fact, the pro¬gram stages of the MLE pro¬grams of the UNESCO that pro¬motes four stages of in¬struc¬tion are ex¬actly the same on how the MT is in¬tro¬duced in the K to 12 pro¬grams. UNESCO’s stages in¬clude:  Stage I - learn¬ing takes place en¬tirely in the child’s home lan¬guage  Stage II - build¬ing flu¬ency in the mother tongue. In¬tro¬duc¬tion of oral L2  Stage III - build¬ing oral flu¬ency in L2. In¬tro¬duc¬tion of lit¬er¬acy in L2.  Stage IV - us¬ing both L1 and L2 for life¬long learn¬ing The fourth and last as¬pect of the pro¬gram is Learn¬ing Spi¬ral Pro¬gres¬sion. This ad¬heres to the ed¬u¬ca¬tional theories of Essen¬tial¬ism. Essen¬tial¬ism is par¬tic¬u¬larly con¬cerned with the fun¬da¬men¬tals of ed¬u¬ca¬tion. Cur¬ric¬u¬lar points of Essen¬tial¬ism en¬cour¬age the cul¬ti¬va¬tion of ba¬sic skills that contribute to mas¬tery and lit¬er¬acy. ACTIVITY 1. Explain the relationship of education, philosopy and educational philosopy using the venn diagram below. Page 6 of 6  Educational Philosophy 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. Page 7 of 7  TAKEAWAYS Five things that I learned from this chapter are the following: ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ______________________________________________________________________________________ ASSESSMENT 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? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ____________________________________________________________________________ Page 8 of 8 5. What is the relationship between educational philosophies and the society? How does it serves as foundation of schools and schooling? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ____________________________________________________________________________ LEARNING RESOURCES The contents of this module are from: Prieto, Nelia G., et al (2019). The Teacher and the Community, School Culture and Organizational Leadership. Metro Manila: Lorimar Publishing Inc. Bilbao, Purita P., et al (2015). The Teaching Profession. Metro Manila, Lorimar Publishing Inc. Educational Philosophies Definitions and Comparison Chart. Available at http://ctle.hccs.edu/facultyportal/tlp/seminars/tl1071SupportiveResources/comparison_edu_philo.pdf Page 9 of 9