Philosophical

Thoughts on
Education
The Teacher, the Community, School Culture and
Organizational Leadership with Focus on the
Philippine TVET System
Philosophical Thoughts on Education

It helps you realize building

interpersonal relationship and
engaging in reflection and
meaningful discourse during the
teaching - learning process.
 Banking Method
•Traditional approach in teaching
•Store and remember information by teachers
•See child as an empty receptacles of learning
•World is seen as static and unchangeable and
students should fit in it as it is.
John Locke (1632 – 1704)
The Empiricist Educator
• Empiricism – knowledge is based
on one’s experience
• Child was born as Tabula Rasa or
“ Blank Slate”
• Child is neither inherently good
nor bad – child character is
based on his experience
• Gave emphasis on “Nature vs
Nurture”
John Locke (1632 – 1704)
The Empiricist Educator
• Questioned the long traditional
view that knowledge came
exclusively from literary sources,
particularly the Greek and Latin
classics.
• Learners learn forauthentic
experiences and they are active
agent of their own learning.
Herbert Spencer (1820 –
1903) Utilitarian Education
• Spencer’s concept of “survival of
the fittest”
• Social development had taken
place according to an evolutionary
process by which simple
homogenous societies had evolved
to more complex societal systems
characterized by humanistic and
classical education
Herbert Spencer (1820 –
1903) Utilitarian Education
• Industrialized society require
vocational and professional
education
• Curriculum – practical, utilitarian
and scientific subjects
• Not rote learning; schooling must
be related to life and to the
activities need to learn a living
Herbert Spencer (1820 –
1903) Utilitarian Education
• 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
Herbert Spencer (1820 –
1903) Utilitarian Education
• Individual competition leads to
societal progress. He is the fittest
survives.
John Dewey (1859 – 1952)
Learning Through Experiences
• Education is a social process and
schools are related to the societal
that it serves.
• Since a school is a social agency,
its main function is to shape
human character and behavior
• Schools are for the people and by
the people
John Dewey (1859 – 1952)
Learning Through Experiences
• Students learn best when they are
the center of the educative process
• Education is a social process and
so is school is intimately related to
the society that it serves.
George Counts (1889 – 1974)
Building a New Social Order
• An American educator and
influential education theorist
• Schools and teachers should be
agents of change of social
improvement
• Reiterated that everyone should
aim for change for the better not
just for the sake of change
George Counts (1889 – 1974)
Building a New Social Order
• Schools should provide quality
education and equal learning
opportunities to all students
• The best teaching method is
problem solving
• Building a new social order is
indeed necessary
George Counts (1889 – 1974)
Building a New Social Order
• “Material progress is very evident
but normal and ethical
development seemed to have
lagged behind”
• Teachers should lead society
rather than follow it. teachers are
agent of change
Theodore Brameld (1904-1987)
Social Reconstructionism
• Social Reconstructionist – the only
goal of a truly human education is to
create a world order in which people
are in control their own destiny
• School, then, should enlighten
students as regards social problem,
exposed them and engage them
actively in problem solving
Theodore Brameld (1904-1987)
Social Reconstructionism
• Social Reconstructionism is a
philosophy that emphasizes the
reformation of society.
• Everyone must be given an equal
access to education and any form of
discrimination should be eliminated
• Emphasizes the right of all citizens
to free to education
Paulo Freire (1921 - 1997)
Critical Pedagogy
• Believed that systems must be
changed to overcome oppression
and improved human condition
• Education and literacy are the
vehicles for social change
• Teaching and learning as a process
of inquiry in which the child must
invent and reinvent the world
Paulo Freire (1921 - 1997)
Critical Pedagogy
• Teachers must nit see themselves as
sole possessors of knowledge and
their students as empty receptacles
• Friere’s critical pedagogy is problem
– posing education wherein the
central element is dialogue
• Dialogue is the basis for critical and
problem-posing pedagogy, as
opposed to banking education
 Society,
Community and
Education
The Teacher, the Community, School Culture and
Organizational Leadership with Focus on the
Philippine TVET System
 Society Community
• Group of people with a • Group of people living in
common territory and the same place or having
culture a particular
• Latin word sociatas characteristic or a
(from socius) – comrade, likeness in common
firend, or ally; describes • Latin word communitas –
between parties (either shared in common and
friendly or civil) public spirit
 Education
• Act or process of imparting or acquiring knowledge
• Developing reasoning and judgement
• Preparing oneself or others intellectually for mature life
• Enlightening experience
• Latin words: educare, educere, and educatum
• Educare – to nourish, to bring up
• Educere – to lead forth, to draw out
• Educatum – implies a movement from inward to out ward
Types of
Society
Hunting and Gathering Societies
• The members of hunting and
gathering societies primarily
survive by hunting animals,
fishing, and gathering plants. The
vast majority of these societies
existed in the past, with only a
few (perhaps a million people
total) living today on the verge of
extinction.
Pastoral Societies
• Members of pastoral societies,
which first emerged 12,000
years ago, pasture animals for
food and transportation. Pastoral
societies still exist today,
primarily in the desert lands of
North Africa where horticulture
and manufacturing are not
possible.
Pastoral Societies
• Domesticating animals allows for
a more manageable food supply
than do hunting and gathering.
Horicultural Societies
• Unlike pastoral societies that
rely on domesticating animals,
horticultural societies rely on
cultivating fruits, vegetables, and
plants. These societies first
appeared in different parts of the
planet about the same time as
pastoral societies.
Feudal Societies
• From the 9th to 15th centuries,
feudalism was a form of society
based on ownership of land.
Unlike today's farmers, vassals
under feudalism were bound to
cultivating their lord's land.
Feudal Societies
• In exchange for military
protection, the lords exploited
the peasants into providing
food, crops, crafts, homage,
and other services to the owner
of the land.
Industrial Societies
• Industrial societies are based on
using machines (particularly
fuel‐driven ones) to produce
goods. The Industrial Revolution
appeared first in Britain, and
then quickly spread to the rest of
the world.
Community
• A community is a social unit
with commonality such as
norms, religion, values,
customs, or identity.
Communities may share a
sense of place situated in a
given geographical area or in
virtual space through
communication platforms.
 Different Types of Communities
COMMUNITY DEFINITION

Communities of people who share the same interest or

INTEREST passion.

ACTION Communities of people trying to bring about change.

Communities of people brought together by geographic

PLACE boundaries.
Communities of people in the same profession or
PRACTICE undertake the same activities.
Communities of people brought together by external
CIRCUMSTANCE events/situations.
Education
• Education is the process of
facilitating learning, or the
acquisition of knowledge,
skills, values, beliefs, and
habits. Educational methods
include teaching, training,
storytelling, discussion and
directed research.
Education
• Education frequently takes
place under the guidance of
educators; however, learners
can also educate themselves.
Education
• Education can take place in
formal or informal settings and
any experience that has a
formative effect on the way one
thinks, feels, or acts may be
considered educational. The
methodology of teaching is
called pedagogy.
Education
• Formal education is commonly
divided formally into such
stages as preschool or
kindergarten, primary school,
secondary school and then
college, university, or
apprenticeship.
Social Interaction
• Is the way people talk and act
with each other. It may include
interactions in a team, family
or bureaucracy. It includes any
relationship between two or
more individuals. It is a source
of socialization and it
characterizes all types of social
relationships.
TYPES OF SOCIAL INTERACTION
An exchange is when you do something to get something in return or for
EXCHANGE a reward.
Reciprocity is the basis of every exchange.
Occurs when two or more people or groups oppose each other to
COMPETITION achieve the goal.
Conflict is the deliberate attempt to control a person by force to
CONFLICT oppose someone or to harm another person.
The main emphasis of conflict is to defeat the opponent.
Occurs when two or more people or groups work together to achieve a
COOPERATION goal that will benefit more than one person.
Cooperation is a social process that gets things done.

ACCOMMODATION Is a state of balance between cooperation and conflict.

Four Forms of Accommodation
A compromise occurs when two parties both give
COMPROMISE
up something to come to a mutual agreement.
A truce brings a halt to the conflict until a
TRUCE
compromise can be reached.
Mediation happens to involve calling a third party
MEDIATION who acts as an adviser or counselor to help solve
the argument.
Arbitration is when a third party makes a decision
ARBITRATION
that is binding on both parties.
Culture
• Culture is an umbrella term
which encompasses the social
behavior and norms found in
human societies, as well as the
knowledge, beliefs, arts, laws,
customs, capabilities and
habits of the individuals in
these groups
Types of
Culture
Material Culture
• Material culture is physical
things that are created by a
society.
• Material culture does not only
mean that it is an object that is
bought and sold; it can also be
something we all make.
Non – Material Culture
• The intangible things produced
by a culture. In other words, the
parts of culture you cannot
touch, feel, taste, or hold.
Common examples include
social roles, ethics, beliefs, or
even language.
Elements
of Culture
Values
• Values are a culture’s standard
for discerning what is good and
just in society.
• Values are deeply embedded
and critical for transmitting
and teaching a culture’s
beliefs.
Norms
• Norms define how to behave in
accordance with what a society
has defined as good, right, and
important, and most members
of the society adhere to them.
Formal Norms/Mores
• Formal norms are established,
written rules. They are
behaviors worked out and
agreed upon in order to suit
and serve the most people.
Informal Norms/Mores
• Informal norms are casual
behaviors that are generally
and widely conformed to
(observation, imitation,
general socialization).
Classification of Norms
•Mores
• Norms that embody the moral
views and principles of a group.
Violating them can have serious
consequences. The strongest
mores are legally protected with
laws or other formal norms.
Classification of Norms
•Folkways
• Folkways are norms without any
moral underpinnings. Rather,
folkways direct appropriate
behavior in the day-to-day
practices and expressions of a
culture. They indicate whether
to shake hands or kiss on the
cheek when greeting another
person.
Symbols
• They provide clues to
understanding experiences by
conveying recognizable
meanings that are shared by
societies.
• Symbols—such as gestures,
signs, objects, signals, and
words—help people understand
that world.
Language
• Language is constantly evolving as
societies create new ideas. In this
age of technology, people have
adapted almost instantly to new
nouns such as “e-mail” and
“Internet,” and verbs such as
“downloading,” “texting,” and
“blogging.” Twenty years ago, the
general public would have
considered these nonsense words.
Activity:
•Get a partner
•Summarize the assigned philosophy based on your
own words.
•Identify two to three examples of how the
philosophy applies to current educational
practices.
•Put it on a one whole sheet of paper.
Take Home Activity:
Compose a 300 – 500-word
essay with a theme: “Education as
a Bridge Between Community and
Society”