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PREFACE
 

Prof. Ed. 10-The Teacher and the Community, School Culture and
Organizational Leadership, this course focuses on society as a context upon which
the schools have been established. Educational philosophies that are related to the
society as a foundation of schools and schooling shall be emphasized. Further,
principles and theories on school culture, and organizational leadership shall be
included to prepare prospective teachers to become school leaders and managers.
Unit 1- Philosophical Thoughts of Education, explores several philosophical
thoughts on education- what should be taught for the socialization of the
individual and how these should be taught.
Unit 2- Historical Foundation of Education, this is meant to help the student
understand how education in the Philippines and in the world has changed
throughout the years and how it continue to change now and in the future.
Unit 3- Social Science Theories and Their Implications to Education, tackles with
the three social theories- functionalist, conflict, symbolic interactionist theories and
their implications to education.
Unit 4-The Strengths and Weakness of the Filipino Character: A Socio-Cultural
Issue, presents the strengths and weaknesses of the Filipino as a socio-cultural issue.
It is grounded on the belief that the most important resource of a nation is its people.
A nation becomes strong only when its people are strong. It includes a discussion on
values education in Philippine schools.
Unit 5- Global Issues that Concern Schools and Society, is all about understanding
on global issues that schools must be concerned about. The world has become a
global village and so the Filipino has become a global citizen.
Unit 6- The Why and How of School and Community Partnership, discusses the
“what” and the “why” of school and community partnership. Partnership is
enhanced when citizens understand the reason behind this partnership and learn
concrete ways of participating.
Unit 7- The Teacher and the Community: Teacher’s Ethical and Professional
Behaviour, tackles on the Professional Code of Ethics for Teachers, Article III, The
Teacher and the Community. The teacher plays a significant role in this school and
community partnership and so has to be a model in one’s professional and ethical
behaviour.
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Unit 8-Organizational Leadership, discusses organizational leadership. It
emphasizes the concept that the quality of school and community partnership
depends very much on the school head’s leadership and management style.
Unit 9- The School Head in School-Based Management, it explains that school-
based management is in essence school empowerment where genuine school and
community partnership is encouraged and sustained. It presents the roles and
functions of the school head in school-based management and shows that the
mechanism and structures for school-based management for DepEd schools in the
Philippines are in place.
Unit 10-Creating a Positive School Culture, emphasizes on the significance of
creating a positive school culture. The end goal of a study of philosophies of
education, historical and legal foundations of education, social theories, ethical and
professional behaviour, organizational leadership and management, school and
community partnership is the building of a positive school culture in which its
ultimate fruit is excellent school performance.
Unit 11- School Policies and Their Functions, tackles on school policies as sine qua
non of organizations. Ideally, these policies must be arrived at with participation of
community. Active participation of stakeholders in policy formulation is one proof
of school-community partnership.
Unit 12- Roles and Competencies of School Heads, presents the roles and
competencies of school heads. The creation of a positive school culture is the main
responsibility of the school head who is said to be an administrative leader and an
instructional leader. To be able to lead , the school head must possess competencies
listed in the National Competency-Based Standards for School Heads (NCBSSH) and
in the Competency Framework for Southeast Asian School Heads, 2014 edition.
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UNIT 1: Philosophical Thoughts of Education
 

1.0 Intended Learning Outcomes

a) Discuss at least six philosophical thoughts on education; and

b) Differentiate the philosophical thoughts on education.

 
1.1. Introduction
 

Educational philosophies originate from general philosophical

systems and are comprehensive and in-depth , while
educational theories are specific and formulated to serve the
educational needs in the curriculum, teaching and learning.

This chapter introduces philosophical perspectives on

education by discussing six major educational thoughts or
philosophies. Key concepts and educational implications are
highlighted for each of the educational philosophies and
theories.

1.2 Topics/Discussion (with Assessment/Activities)

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Activity:

Read this conversation then answer the questions

In a Grade 3 Science class:

Teacher : What is the function of the mouth?

Student : To break the food into smaller pieces.
Teacher : Very good! What about the stomach?
Student : To digest the food.
Teacher : Very good! Perfect! And the small intestines?
Student : To absorb the food nutrients.

What classroom scenario is/are depicted by the comic strip and the teacher-
student question and answer?

1.2.1. Philosophical Thoughts of Education

Below are summaries of thoughts of education philosophers on what should

be taught and how learners should be taught, as cited by Prieto, et.al, 2019;

A. John Locke (1632-1704) : The Empiricist Educator

 Acquire knowledge about the world through the senses- learning by doing
and by interacting with the environment.
 Simple ideas become more complex through comparison, reflection and
generalization- the inductive method.

 Questioned the long traditional view that knowledge came exclusively from
literary sources, particularly the Greek and Latin classics.
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 Opposed the “divine right of kings” theory which held that the monarch had
the right to be an unquestioned and absolute ruler over his subjects.
 Political order should be based upon a contract between the people and the
government.
 Aristocrats are not destined by birth to be rulers. People were to established
their own government and select their own political leaders from among
themselves; civic education is necessary.
 People should be educated to govern themselves intelligently and responsibly
( Ornstein, 1994, as cited by Prieto, et.al, 2019)

B. Herbert Spencer (1820-1903): Utilitarian Education

 Spencer’s concept of “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 uniformed to the more specialized kind of activity.
 Social development had taken place according to an evolutionary process by
which simple homogeneous societies had evolved to more complex societal
systems characterized with humanistic and classical education.
 Industrialized society require vocational and professional education based on
scientific and practical (utilitarian) objectives rather than on the very general
educational goals associated with humanistic and classical education.
 Curriculum should emphasize the practical, utilitarian and scientific subjects
that helped human kind master the environment.
 Was not inclined to rote learning; schooling must be related to life and to the
activities needed to earn a living.
 Curriculum must be arranged according to their contribution to human
survival and progress.
 Science and other subjects that sustained human life and prosperity should
have curricular priority since it aids in the performance of life activities.
 Individual competitions leads to social progress. He who is fittest survives.
(Ornstein, 1984, as cited by Prieto, et.al, 2019)

C. John Dewey (1859-1952): Learning through Experience

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 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,
especially the children, are brought to participate in the society.
 The school is a special environment established by members of 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 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 one is interested.
 Within this experience the learner has a “genuine problem” that
stimulates thinking.
 The learner possess the information or does research to acquire the
information needed to solve the problem.
 The learner develops possible and tentative solution 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.
 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 school is social, scientific and democratic. The school introduces children
to society and their heritage. The school as a miniature society is a means of
bringing children into social participation.
 The school is scientific in the sense that it is a social laboratory in which
children and youth could test their ideas and values. In here, the learner
acquires the disposition and procedures associated with scientific or reflective
thinking or acting.

 The school is democratic because the learner is free to test all ideas, beliefs
and values. Cultural heritage, customs and institutions are all subject to
critical inquiry, investigation and reconstruction.
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 School should be used by all, it being a democratic institution. No barrier or
custom or prejudice segregate people. People ought to work together to solve
common problems.
 The authoritarian or 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 behaviour.
 Values are relative but sharing, cooperation, and democracy are significant
human values that should be encouraged by schools. (Ornstein,A.1984, as
cited by Prieto, et.al,2019)

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 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 agents 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 decisions for them.
 Schools ought to provide an education that afford equal learning
opportunities to all students. (Orntein, A. 1984, as cited by Prieto, et.al,2019)

E. Theodore Brameld (1904-1987): Social Reconstructionism

 As the name implies, social reconstructionism is a philosophy that

emphasizes the reformation of society. The social reconstructionists contend
that:
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… humankind has moved from an agricultural and rural society to an urban

and technological society… there is a serious lag in cultural adaptation to the
realities of a technological society. Humankind has yet to reconstruct its
values in order to catch up with the changes in the technological order, and
organized

education has a major role to play in reducing the gap between the values of
the culture and technology. (Ornstein, 1984, as cited by Prieto, et.al,2019)

 So the social reconstructionist asserts that schools should: critically examine

present culture and resolve inconsistencies, controversies and conflicts to
build a new society not just change society… do more than reform the social
and educational status quo. It should seek to create a new society…
Humankind is in the state of profound cultural crisis. If schools reflect the
dominant social values… then organized education will merely transmit the
social ills that are symptoms of the pervasive problems and afflictions that
beset humankind… The only legitimate goal of a truly human education is to
create a world order in which people are in control of their own destiny. In an
era of nuclear weapons, the social reconstructionists see an urgent need for
society to reconstruct itself before it destroys itself. (Orstein, A.1984 , AS
CITED BY Prieto, et.al 2019)

 Technological era is an era of interdependence and so education must be

international in scope for global citizenship.

 For the social reconstructionsts, education is designed “to awaken students’

consciousness about social problems and to engage them actively in problem
solving”. (Orstein, A 1984, as cited by Prieto, et.al 2019)

 Social reconstructionists are firmly committed to equality or equity in both

society and education. Barriers of socio-economic class and racial
discrimination should be eradicated.

 They also emphasize the idea of an interdependent world. The quality of life
needs to be considered and enhanced on a global basis. (Orstein, A 1984, as
cited by Prieto, et.al 2019)

F. Paulo Freire (1921-1997) : Critical Pedagogy

Critical Pedagogy and Dialogue vs. the Banking Model of Education

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 Paulo Freire, a critical theorist, like social constructionists, believed that
systems must be changed to overcome oppression and improve human
conditions.
 Education and literacy are the vehicle for social change. In his view, humans
must learn to resist oppression and not become its victims, nor oppress
others. To do so requires dialogue and critical consciousness, the
development of awareness to overcome domination and oppression.
 Rather than “teaching as banking” in which the educator deposits
information into students’ heads, Freire view 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. He calls this pedagogical approach the
“banking method” of education.
 A democratic relationship between the teacher and her students is necessary
in order for the conscientization process to take place.
 Freire’s critical pedagogy is problem-posing education.
 A central element of Freire’s pedagogy is dialogue and to discover ourselves
in the process and learn from one another. By its nature, dialogue is not
something that can be imposed. Instead, genuine dialogue is characterized by
respect of the parties involved toward one another. We develop a tolerant
sensibility during the dialogue process, and it is only when we come to
tolerate the points of view and ways of being others that we might be able to
learn from them and about ourselves in the process. Dialogue means the
presence of equality, mutual recognition, affirmation of people, a sense of
solidarity with people, and remaining open to questions.
 Dialogue is the basis for critical and problem-posing pedagogy, as opposed to
banking education, where there is no discussion, only the imposition of the
teacher’s ideas on the students. (Orstein, A 1984, as cited by Prieto, et.al 2019)

1.3 References
 
Bilbao, Purita P., et.al. (2015), The Teaching Profession,
Quezon City, Metro Manila: Lorimar Publishing, Inc
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and Organizational Leadership
Prieto, Nelia G., et.al. (2019), The Teacher and the Community, School Culture and
Organizational Leadership, 10-B Boston Street, Brgy. Kaunlaran, Cubao Quezon
City: LORIMAR Publishing Inc.

Pawilen, Greg T. ,et. al.,(2019), The School and the Community, School Culture, and
Organizational Leadership, Sampaloc, Manila: Rex Book Store, Inc.

Vega, Violeta A., et al,(2015), Social Dimensions of Education

Quezon City, Metro Manila: Lorimar Publishing, Inc.

1.4 Acknowledgment
 
The images, tables, figures and information contained in this module were
taken from the references cited above.
 

DISCLAIMER:

This module is not for commercial, and this is only for educational purposes.
Some technical terminologies and phrases were not changed, but the author of this
module ensures that all the in-text citations are in the reference section. Even photos
or figures are with in-text citations to abide by the intellectual property law.