Republic of the Philippines

CAPIZ STATE UNIVERSITY

ROXAS CITY MAIN CAMPUS
Fuentes Drive, Roxas City

ED 103 – The Teacher and the Community, School Culture and Organizational
Leadership
nd
2 Semester AY 2022-2023

Module 2

Social Science Theories and Their Implications to Education and the Strengths and
Weaknesses of the Filipino Character: A Socio-Cultural Issues

At the end of the module the student must have:

1. explained three social science theories and their implications to education.
2. discussed the strengths and weaknesses of the Filipino character.
3. cited ways by which schools can counteract the weaknesses of the Filipino character.
4. listed down the weaknesses and strengths of the Filipino character.
5. valued the strengths of Filipino character.

Three Social Theories

1) Structural-functional theory

Herbert Spencer, the proponent of structural-functional views society as a “system of

interconnected parts each with a unique function. The parts have to work together for stability and
balance of society.” Society is compared to the human body with different but interrelated parts
performing different functions. Just as the human body has many parts, society has different but
interrelated components such as the family, the state, the school, the church, mass media, economics.
These must coordinate and collaborate for society to function well. If one part of the human body
does not function well, the whole body is affected. In the same way, when one component of society
does not do its part, society will not function well. The overall health of the organism (society)
depends upon the health of each structure.

There is peace, stability, equilibrium and harmony in society if families do their part in
bringing forth children, nurturing and socializing them; if education or schools effectively transmit
knowledge, skills and values; if politics governs citizens well; if economics takes care of food
production, distribution of goods and services and if religion strengthens the moral fiber of the
members of society. Failure of one social institution to do its part means disruption of stability in
society. For example, the rise of single parent and dual earner families means families have less time
or sometimes no more time let tor the supervision of children in their homework which may result to
an increase of non-performing students in school.

In a high tech world, educational institution must teach adults the new skills to relate to the
tech-savvy young and the world and to be more effective in the workplace. With more women in the
workplace, policies against sexual harassment and discrimination were formulated. The Cybercrime
Act of 2012 came about to address legal issues concerning online interactions and the internet in the
Philippines. The functionalist theory of education focuses on how education serves the need of
society through the development of skills encouraging social cohesion. The role of schools is to
prepare students for participation in the institutions of society. Education is concerned with
transmission of core values for social control. Education is concerned with socializing people by
bringing together people from different backgrounds. The functionalist theory is focused on social
stability and solidarity. Functionalists see education as a beneficial contribution to an ordered society.

Functionalism does not encourage people to take an active role in changing their social
environment, even when such may benefit them. Instead, functionalism sees active social change as
undesirable because the various parts of society will compensate naturally for any problems that may

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arise. For example, schoo1s can compensate for the lack of time and the lack of parental advice from
home.

Purposes of Schooling according to Functionalists

The purposes of schooling according to the functionalist theory are:

1) Intellectual purposes - acquisition of cognitive skills, inquiry skills.

2) Political purposes- educate future citizens; promote patriotism promote assimilation of immigrants;
ensure order, public civility and conformity to laws.

3) Economic purposes prepare students for later work roles; select and train the labor force needed by
society.

4) Social purposes - promote a sense of social and moral responsibility; serve as a site for the solution
or resolution of social problems; supplement the efforts of other institutions of socialization such as
the family and the church.

2.) Conflict Theory

According to this theory, there are always two opposing sides in a conflict situation. People
take sides between maintaining the status quo and introducing change then arrive at an agreement.
Conflict theory welcomes conflict for that is the way to the establishment of a new society. Conflict
theorists find potential conflict between any groups where inequality exists: racial, gender, religious,
political, economic, and so on. Conflict theorists note that unequal groups usually have conflicting
values and agendas, causing them to compete against one another. This constant competition between
groups forms the basis for the ever-changing nature of society.

The factory workers want change – better working conditions, higher salaries. The factory
owners naturally are opposed to such. The resolution of the conflict, however, leads to a compromise,
a change in the way the factory is managed where both workers and owners are happy.

How Proponents of Conflict Theory Regard Education

According to the conflict theory, education is not truly a social benefit or opportunity as seen
by the functionalists. Rather, education is a powerful means of maintaining power structures and
creating a docile work force for capitalism. The purpose of education is to maintain social inequality
and to preserve the power of those who dominate society and teach those in the working class to
accept their position as a lower class worker of society. Conflict theorists call this the "hidden
curriculum". The "hidden" curriculum socializes. Young people into obedience and conformity for
them to be developed as docile workers.

Functionalists disagree strongly. They assert that if schools teach adherence to policies,
obedience to rules, respect for persons including authorities, punctuality and honesty, civil right it is
because they are the very principles dear to a democratic way of life. It is not because they want to
make the workers remain docile, unquestioning and subservient forever while those in power remain
power.

3.) The symbolic interactionist theory perspective

Three tenets of symbolic interactionist theory are:

1) An individual's action depends on meaning. We act based on the meaning we give to symbols.
Symbols can be actions, objects or words. If a student understands that teacher believes in his /her
ability he/she tries his/ her best prove that indeed he/she is able. If a teacher does otherwise, a student
tends to behave in accordance with teacher’s poor perception.

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2) Different people may give different meanings to the same thing. When teachers are strict, some
students see it as an expression of care. Others may rebel because they perceive teacher's behavior as
limiting their moves and desires. A businessman may look at a tree and starts estimating how much
money he can get if he has the tree cut down for lumber. A philosopher or a poet may look at it with
the thought, they also serve who only stand and wait" like John Milton's from his poem "On his
Blindness".

3) Meanings change as individuals interact with one another. A negative meaning that you used to
associate with hospital when you went to a hospital which looked more as a hotel than the usual
hospital you know is changed. Alter you have taught well, your first impression of teaching as boring
is changed to teaching is exciting

Implications to Teaching

The symbolic interactionist perspective, also known as symbolic interactionism, directs

sociologists to consider the symbols and details of everyday life, what these symbols mean, and how
people interact with each other.

This happens in real life. It is important that our symbols are understood by others in the
way they were intended to be. Sometimes it happens in the language (which is a symbol) we speak.
Often we are misunderstood or we misunderstand others. So let’s keep on communicating.

Weakness of Symbolic Interaction Theory

Critics claim that symbolic interactionism neglects the macro level of social interpretation-
the "big picture." In other words, symbolic interactionists may miss the larger issues of society by
focusing too closely on the "trees or by restricting themselves to small or individual interactions.

Symbolic interactionism traces its origins to Max Weber's assertion that individuals act
according to their interpretation of the meaning of their world. However, it was the American
philosopher George H. Mead (1863-1931) who introduced this perspective to American sociology in
the 1920s.

The weaknesses of the Filipino character as cited in the Report are as follows:

1. Extreme family centeredness Excessive concern for family means using one's office and
power to promote family interests and thus factionalism patronage, political dynasties and the
protection of erring family members. It results in lack of concern for the common good, and
acts as a block to national consciousness.

2. Extreme personalism -Takes things personally, cannot separate objective task from
emotional involvement. Because of this the Filipino is uncomfortable with bureaucracy, with
rules and regulations and with standard procedures. He uses person-all contacts, and gives
preference to family and friends in hiring; services and even voting. Extreme personalism
leads to the graft and corruption evident in Philippine society.

3. Lack of discipline - A casual attitude toward time and space, manifested in lack of precision
and compulsiveness, in poor time management and procrastination. Aversion to following
procedures strictly results in lack of standardization and equality control. Impatience results in
short cuts, palusot, ningas cogon. Lack of discipline often results to inefficient work systems,
the violation of rules and a casual work ethic lacking follow through.

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 4. Passivity and lack of initiative -Waiting to be told what to do, reliance on others (leaders and
government), complacence, lack of a sense of urgency. There is high tolerance of inefficiency,
poor service, and even violations of one's basic right. Too patient and matiisin, too easily
resigned to his fate, the Filipino is easily oppressed and exploited.

5. Colonial mentality -Lack of patriotism, or of an active awareness, appreciation and love of

the Philippines and an actual preference for things foreign.

6. Kanya-kanya syndrome, talangka mentality – Done by tsismis, intriga, unconstructive

criticism... it is evident in the personal ambition that is completely insensitive to the common
good, e.g, the lack of a sense of service among people in the government bureaucracy. This
results in the dampening of cooperative and community spirit, and in the trampling upon
other's rights.

7. Lack of self-analysis and self-reflection - The tendency to be superficial and some what
flighty. In the dance of serious personal and social problems, there is lack of analysis or
reflection, and instead satisfaction with superficial explanations and solutions.

8. Emphasis on porma rather than substance - This lack of analysis and emphasis on form is
reinforced by an educational system that is more from than substance.

The Filipino Character: Strengths and Weaknesses

In 1998 Senator Leticia Shahani submitted to the Senate this Report titled "A Moral Recovery
Program: Building a People, Building a Nation. This report cites the strengths and weaknesses or the
Filipino character. The strengths of the Filipino character are: pakikipagkapwa-tao, 2) family
orientation, 3) joy and humor, flexibility, adaptability and creativity, 5) hard work and industry, o)
faith and religiosity and 7) ability to survive.

The Filipino character also has weaknesses: 1) extreme family centeredness, 2) extreme
personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5) colonial mentality, 6) kanya-
kanya syndrome, talangka mentality, 7) lack of self-analysis and self- reflection, and 8) emphasis on
porma rather than substance.

There is so much good in the Filipino but so much needs to be changed, too. Many of our
strengths as a people are also sources of our weaknesses.. Shahani's report (1988) explains that family
orientation becomes in-group orientation that prevents us from reaching out beyond the family to the
larger community and the nation. In our personalism, we are warm and caring but this leads us to lack
of objectivity. We are concerned with people we know but unfair to people we don’t know. In our
flexibility, we compromise precision and discipline. We are a joyful people with a sense of humor but
we can’t take things with humor all the time for serious problems need serious analysis. Our faith in
God is our source of strength but this makes us dependent on forces outside us, do nothing that makes
us submissive to God's will. We are good at pakikipagkapwa-tao and so we can easily empathize but
we can at the same time be envious of others: We can be hardworking and yet can be lazy and passive
in the workplace.

Value Education in Schools

Senator Shahani's Report was given in 1988. But its findings as reported may still be
true today. The Department of Education has as its vision to help develop…Filipinos who
passionately love their country and whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation. It hss as its core values maka-Diyos,
maka tao, makakalikasan and makabansa. This can be an uphill battle or Philippine schools to realize
these considering the: 1)extreme family centeredness, 2 extreme personalism, 3) lack of discipline
4)passivity and lack or
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initiative, 5) colonial mentality, 6) kanya- kanya syndrome, talangka mentality, 7) lack of self-
analysis and self-reflection, and 8) emphasis on porma rather than substance.

Reference:

Prieto, N. et al. (2019). The Teacher and the Community School Culture and Organizational
Leadership

Prepared by:

GEMMA F. AGUSTIN, EdD