PED 3: The Teacher and the Community, School Culture and Organizational Leadership PDF

PED 3: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP PREPARED BY: FRANKLIN JOSE A. BUTIAL, LPT PHILOSOPHY  Philosophyis born out of specific experiences, special circumstances and situations. Therefore,...

PED 3: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP PREPARED BY: FRANKLIN JOSE A. BUTIAL, LPT PHILOSOPHY  Philosophyis born out of specific experiences, special circumstances and situations. Therefore, different persons have adopted different philosophies of life in accordance with the specific circumstances and situation wherein they spent their lives.  Philosophy has a deep knowledge pursuits and it provides a shape, analyses the knowledge base of each and every discipline.  Scientific enquiry is the base of philosophy and philosophy has an intimate relation with science. As you are aware that science deals with realities of nature and life, i.e. animal, plant or human. Those realities are integral part of human life. These are the base to generate knowledge and experiences of the child and further it goes to form philosophy  One of the main features of philosophy is that it comes out of specific experiences, special circumstances and situations.  Human being undergoes with various kinds of experiences throughout their life, from birth to death, these experiences provide them with new knowledge and this search of knowledge makes the individual a philosopher. PHILOSOPHY OF EDUCATION ESSENTIALISM  For learners to acquire basic knowledge, skills and values.  Model citizens are those who imbibed traditional moral values and intellectual knowledge.  Academically rigorous.  Basic skills or 4r’s  Skills for the preparation of life  Traditional disciplines; No vocational courses; Teacher-decided Curriculum  Teachers are masters of the subject matter, intellectual; fountain of information; paragon of virtue.  Teachers observe core requirements, longer schools days, a longer academic year.  Teachinf relied heavily on the use of prescribed textbooks, drill methods that will enable them to cover as much as academic content as possible like the lecture method.  Stressed heavily on memorization and discipline. PROGRESSIVISM  Develop learners into becoming enlightened and intelligent citizens of a democratic country.  Need-based and relevant curriculum- that “responds to students” needs and that relates to students’ personal lives and experiences.  Teaches the learners the skills to cope with change.  The focus is on the teaching skills or processes in gathering and evaluating information and in problem-solving.  Students try to solve problems in the classroom similar to those they will encounter outside the school house.  Uses Experiential methods; Learning by doing; problem-solving, inquiry method and hands-on- minds-on teaching methodology. PERENNIALISM  Develop the student’s rational and moral powers.  It uses Universal Curriculum, heavy on humanities, general education, less emphasis on vocational and technical education, and lessons are lifted from the Great Books.  They do not allow the students’ interests or experiences to substantially distate what they teach. EXISTENTIALISM  Helps students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions.  Helps students define their own essence by exposing them in various paths they take in life and by creating environment in which they freely choose their own preferred way.  To educate the whole person, not just the mind.  Art- encourages individual creativity and imagination more than copying and imitating established PED 3: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP PREPARED BY: FRANKLIN JOSE A. BUTIAL, LPT models.  Focus on individual and employs values clarification strategy. BEHAVIORISM  Student’s behavior are modified and shaped by external environment.  Students who exemplify behaviors based from their environments are deemed desirable in society.  Teachers ought to arrange environmental conditions so students can make the responses to stimuli.  They ought to provide appropriate incentives to reinforce positive responses and eliminate negative ones. IDEALISM  Idealism school of thought believes that order of the world is due to manifestation in space and time of an eternal reality and spiritual reality. It gives more importance to the spiritual world. As per this school, it is important to know the reality of the spiritual world in order to know the reality of mind and soul.  Ideas are more important than objects: As per the present school of thought, knowledge of mind and soul could be obtained through ideas only. In the words of Plato, ‘Ideas are of the ultimate cosmic significance. They are rather essences or archetypes which give form to cosmos. These ideas are eternal and unchanging.’  Trust/belief in the spiritual values: Belief in the spiritual values is given the prime importance. These values are truth, beauty and goodness. It is believed that these values lead the practitioner nearer to God and hence divinity. REALISM  Phenomenal world is true: According to this school of thought, there is no other world. This contemporary / existing world is true as one experiences it  Senses are the gateways of knowledge: As we are aware that the real knowledge is perceived by the sense organs.  Therefore, real knowledge about an object could be obtained with the help of our sense organs. These sense organs give signals to our mind and then mind gets connected with the outer world.  Emphasis upon the present and practical life of Man: Realist only accepts those Ideals, values and rules which are practical. It emphasizes the theoretical knowledge which take us to an abstract world which lackspractical knowledge and essence has no meaning and difficult to realize BRANCHES OF PHILOSOPHIES AND THEIR BASIC QUESTIONS METAPHYSICS EPISTEMOLOGY AXIOLOGY LOGIC Ethical values Aesthetic Examines the rules of Values the correct thinking. Examines what Examines what is Examines Examines what Is logic deductive, ultimately is real or knowledge and how what is right is beautiful or from the general truth. do we know. and wrong; ugly. principle to the good and evil. specific example? Is reality a cognitive Is truth intuitive, Are Ethics, Is beauty a Is logic inductive, or spiritual subjective, and the standard reflection of the from the specific phenomenon? personal? of behavior, universal, example to the general objective, and absolute, and principle or finding? universal, unchanging? reflecting the nature of the universe? PED 3: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP PREPARED BY: FRANKLIN JOSE A. BUTIAL, LPT Does objective reality Is truth revealed Are ethics Is beauty exist outside of one’s from God in a subjective or/ subjective in the mind? sacred or holy and personal eye of the book? likes and beholder? dislikes? Is reality based on Is truth revealed by Are ethics Is beauty one’s experiences? reasoning? culturally determined by relative, cultural depending on preferences? cultural norms at given time? Does one construct or Is truth empirical make one’s own constructed by reality? using senses and the scientific method? PRINCIPLES OF EDUCATION  Philosophy is thinking process of life and education is functional part to materialise the thinking process. Educational problems are discovered in educational discourses and it has somehow a link with the philosophy to theorise it and to way forward for solving that problem. Therefore, it is important to understand philosophy before understanding the educational objectives, system, organisation and teaching methods  Philosophy provides the principles and theories of learning whereas education implements those principles and theories in the process of teaching and learning.  ‘Education is the dynamic side of the philosophy’(John Adams) as because education translates the ideas of philosophy into action and practice  Philosophy determines the aims of life whereas education is a means to achieve the goal. SOCIAL DIMENSIONS OF EDUCATION THE NATURE OF SCHOOL  Emphasis upon the present and practical life of Man: Realist only accepts those Ideals, values and rules which are practical. It emphasizes the theoretical knowledge which take us to an abstract world which lacks practical knowledge and essence has no meaning and difficult to realize.  Next to family, the most popular and effective socializing institution.  An extension of the home and the home an extension of the school.  An agency which makes students learn how to value oneself and eventually others.  A certain building, having a unity of interacting personalities, a field of social forces, a system of formal-informal control, a special cultural world, a community-secure agency.  A special place where children of different cultures meet.  An agency organized by society for the basic function of teaching and learning.  A formal institution from wearing children from home and introducing them into society THE ROLE OF SCHOOLS  Educate citizens to fit into society  Educate the citizens to change the society SPECIFIC PURPOSES OF SCHOOLS COGNITIVE teaching the basic cognitive skills such as reading, writing and speaking POLITICAL teaching the basic cognitive skills such as reading, writing and speaking SOCIAL concerns with the socialization of citizens into their various roles of society. ECONOMIC involves training and preparation of citizens for the world of work PED 3: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP PREPARED BY: FRANKLIN JOSE A. BUTIAL, LPT FUNCTIONS OF SCHOOLS CONSERVATION- The school conserves and preserves through its libraries and other devices recorded accumulated experiences of the past generations such as knowledge, inventions, etc. for future generations. INSTRUCTIONAL- This is the main concern of school, to pass on the accumulated experiences of the past generation to the incoming generations. RESEARCH- The school conducts research to improve the old ways of doing things or to discover hitherto unknown facts or systems to improve the quality of life SOCIAL SERVICE- This may be done through some kind of outreach programs which could be in a form of literacy, health, means of livelihood, recreational activities, etc. SOCIAL SCIENCE THEORIES THAT RELATE TO EDUCATION CONSENSUS CONFLICT  a concept of society in which the absence of  a disagreement or clash between opposing conflict is seen as the equilibrium state of society ideas, principles, or people – this can be a based on a general or widespread agreement covert or overt conflict. among all members of a particular society.  emphasize the dominance of some social  See shared norms and values as fundamental to groups by others, see social order as based on society, focus on social order based on tacit the manipulation and control of dominant agreements and view social change as occurring groups and view social change as occurring in a slow and orderly fashion. rapidly in a disorderly fashion.  concerned with the maintenance or continuation of social order in society, in relation to accepted  focuses on the struggle of social classes to norms, values, rules and regulations as widely maintain dominance and power in social accepted or collectively by society–or within a systems. It deals with the incompatible particular society itself. aspects of society KARL MARX’S theory was based on the theory. It MAX WEBER argue that schools teach and was a theory characterized by class conflicts or the maintain particular “status cultures” that is, conflict between the bourgeoisie (rich owners) and groups in society with similar interests and the proletariat (poor workers). positions in status hierarchy STRUCTURAL FUNCTIONALISM This theoretical perspective has its roots in natural science and the analogy between a society and an organization. In the analysis of living organism, the scientist’s task is to identify the various parts (structures) and determine how they work (function). It puts emphasis on social order and social stability not on conflict. It claims that society is made up of different institutions or organizations that work together in cooperation – to achieve their orderly relationship and to maintain social order and social stability. ROLES OF SCHOOLS IN STRUCTURALISM FUNACTIONALISM  It becomes the key institution in a meritocratic selection process  It provides citizens with the knowledge and dispositions to participate actively in civic life  It offers students with the skills and dispositions to work in such a society  It teaches not only specific work skills but also learning styles to adapt to new work roles and requirements. INTERACTIONIST THEORY  It attempts to make the “commonplace strange” by turning on their heads everyday taken-for granted behaviors and interactions between students and students and between students and teachers. PED 3: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP PREPARED BY: FRANKLIN JOSE A. BUTIAL, LPT   Interaction is the process in which the ability to think is both developed and expressed. All types of interaction refine our ability to think PILLARS OF EDUCATION LEARNING TO KNOW  It implies learning how to learn by developing one’s concentration, memory skills and ability to think.  To learn to know, students need to develop learn-to-learn skills. Such skills are learning to read with comprehension, listening, observing, asking questions, data gathering, note taking and accessing, processing, selecting and using information to become lifelong learners.  As an end, this type of learning is underpinned by the pleasure that can be derived from understanding, knowledge and discovery.  Believes in the two-pronged approach to education: a truly educated person needs a broad general education and the opportunity to study a small number of subjects in depth. LEARNING TO DO  It entails the acquisition of a competence that enables people to deal with a variety of situations, often unforeseeable, and to work in teams.  It is described as putting knowledge and learning into practice innovatively through skill development and practical know-how, but also as the development of competence, life skills, personal qualities, aptitudes and attitudes  Learning to do represents the skillful, creative and discerning application of knowledge, one must first learn how to learn effectively, how to think creatively, critically and holistically, and how to deeply understand the information that is presented, and its systematic implications for individuals and for society, in both the short and longer term. LEARNING TO LIVE TOGETHER  It is the most vital to building a genuine and lasting culture of peace throughout the world.  It describes the foundation of education by developing an understanding of others and their history, traditions and spiritual values.  This may induce people to implement common projects and to manage the inevitable conflicts in an intelligent and peaceful way.  This is a response to form an education which will make it possible to avoid conflicts or resolve them peacefully by promoting learning to live together with others, by developing a spirit of respect for the values of pluralism and the need for mutual understanding and peace.  The teacher should help the students to develop an understanding of other people and appreciation of interdependence.  The concept entails the capacity to develop one’s own potential while learning to successfully manage relationships with others. It involves development of self-awareness and self-esteem as well as empathy and respect for others and requires the capacity for active citizenship, development of local and global identity band an ability to understand others and appreciate diversity. LEARNING TO BE PED 3: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP PREPARED BY: FRANKLIN JOSE A. BUTIAL, LPT  This refers to the role of education in developing all the dimensions of the complete person: the physical, intellectual, emotional and ethical integration of the individual into a complete man, which is a broad definition of the fundamental aims of education.  It is a dialectical process which starts with knowing oneself and then opens to relationships with others.  It believes in a holistic and integrated approach to educating the human person, as an individual and as a member of society and focuses on the full development of the dimensions and capacities of the human person: physical, intellectual, aesthetic, ethical, economic, socio-cultural, political and spiritual as he/she relates with others in the family,community, nation, region and the world. CULTURE  It is defined as the set of learned behaviors, beliefs, attitudes, values and ideals that are characteristics of a particular society or population (Ember, 1999).  The complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society (E.B. Taylor in Panopio, 1992).  It refers to cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe and material objects and possessions acquired by a group of people in the course of generations through individual and group striving. CHARACTERISTICS OF CULTURE 1. Culture is learned. 2. Culture is shared by a group of people. 3. Culture is cumulative. 4. Culture changes. 5. Culture is dynamic. 6. Culture is ideational. 7. Culture is diverse. 8. Culture gives us a range of permissible behavior patterns. THE SCHOOLS AS COMMUNITIES Students are unlikely to experience academic or behavioral problems if they are exposed to a school culture in which students and teachers respect trust, and support one another and where students have a voice and that their opinions are heard. Fewer problems are expected because socially cohesive and democratic cultures instill in students a sense of school membership where they experience feelings of communal acceptance and belonging and attachment to school life. Culture as a whole aims to develop belonging, equality, fairness, cooperation, trust, recognition, shared beliefs and values, and a caring attitude among others. The social environment of the school is a key factor influencing the healthy development of its students. TRANSMISSION OF CULTURE ENCULTURATION- the process of learning culture of one’s own group. ACCULTURATION- the process of learning some new traits from another culture. PED 3: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP PREPARED BY: FRANKLIN JOSE A. BUTIAL, LPT ASSIMILATION- the process in which an individual entirely loses any awareness of his/her previous group identity and takes on the culture and attitudes of another group. CULTURAL RELATIVISM Practices considered immoral or taboo to a certain group of people but are accepted by other groups with a different cultural orientation. The central point here is that in a particular setting certain traits are right because they work in that setting while other traits are wrong because they clash painfully with parts of the culture. PEACE EDUCATION It is an important educational response in the light of the major social problems that we currently face. It seeks changes in society’s ethos, values and structures which, in turn, should eventually lead us to a world that is more nonviolent, just and sustainable. As a transformative education, it upholds that the knowledge, skills and value- orientations that are cultivated are meant to inspire personal and social action towards a peaceable society. The learning process that is utilized is holistic and it tries to address the cognitive, affective and active dimensions of the learner MULTICULTURALISM It is a field of study designed to increase educational equity for all students that incorporates, for this purpose, content, concepts, principles, theories and paradigms from history, the social and behavioral sciences, and particularly from ethnic studies and women studies. DIMENSIONS OF MULTICULTURALISM 1. CONTENT INTEGRATION- is the inclusion of materials, concepts and values from a variety of cultures in teaching. 2. KNOWLEDGE CONSTRUCTION- is the recognition that all knowledge is socially constructed, created in minds of human beings to explain their experiences and thus, can be challenged. 3. EQUITY PEDAGOGY- is involved when teachers alter their teaching methods to accommodate the various cultural differences of diverse students to stimulate academic achievement. 4. PREJUDICE REDUCTION- concerns changing the students’ attitudes towards differences of race and ethnicity. 5. EMPOWERING SCHOOL CULTURE- it enables the other four dimensions. REFERECES: CONSENSUS AND CONFLICT THEORY (1).pdf Philosophy of education.pdf Block-2 (1).pdf