UNIT 1:

SOCIETY AND
EDUCATION
REPORTES:
ADOLFO ABRASADO
ALILING BAGO
BERALLO ANDOLONG
ARIAS AUSEJO
 CLASSICAL PHILOSOPHIES
Idealism
Realism
Pragmatism
Existentialism
 IDEALISM
Idealism is a philosophical approach that has as its central tenet that
ideas are only true reality, the only thing worth knowing.

Idealism, the aim of education is to discover and develop each

individual's abilities and full moral excellence in order to better serve
society. The curricular emphasis is subject matter of mind: literature,
history, philosophy, and religion.

Idealists generally agree that education should not only stress

development of the mind but also encourage students to focus on all
things of lasting value.
 HOW IS IDEALISM APPLIED IN
EDUCATION?
• Idealistic education emphasizes the inculcation of
highest values namely, Truth, Beauty and Goodness.
This will lead to the development of a moral
character of the child.
 REALISM
• Educational realism, is the belief that we should study logic,
critical thinking, and the scientific method to teach students
to perceive and understand reality.
• The realist curriculum emphasizes the subject matter of the
physical world, particularly science and mathematics. The
teacher organize and present content systematically within a
discipline, demonstrating ue of criteria in making decision.
 PRAGMATISM
• Pragmatism is an educational philosophy that says education
should be teaching students the things that are practical for
life and encourages them to grow into better people.

A pragmatists, only those things that are experienced or

observed are real. . Pragmatists believe that knowing
represents an exchange between the leaner and the
environment. They also believe that truth and values are
always changing because the people who have those values
change with the surrounding environment.
 John Dewey
• John Dewey ( 1859-1952) applied pragmatist philosphy in
his progressive approached. He believe that learner must
adapt to each other and to their environment. Schools
should emphasize the subject matter of social experience.
 EXISTENTIALISM
• Existentialism is the philosophy that individuals create their own
meaning in their lives, as opposed to having a deity or higher power
creating it for them.
• Existentialism in education, is a teaching and learning philosophy that
focuses on the student's freedom and agency to choose their future.
• Existentialists believe that every individual is unique and education must
cater to the individual differences
• The existentialist teacher is not the center of the
instruction but rather a facilitator. The goal is to help
students better understand who they are as individuals.
• In school, they place importance on “developing a free,
self-actualizing person”
MODERN PHILOSOPHIES

• Modern philosophy is philosophy developed in the modern era

and associated with modernity. It is not a specific doctrine or
school (and thus should not be confused with Modernism),
although there are certain assumptions common to much of it,
which helps to distinguish it from earlier philosophy. The 17th
and early 20th centuries roughly mark the beginning and the end
of modern philosophy.
PERENNIALISM
• Perennialism is a teacher-centered educational philosophy that focuses on
everlasting ideas and universal truths. To clarify, Perennialism suggests
that the focus of education should be the ideas that have lasted for
centuries believing the ideas are as relevant and meaningful today as when
they were written. This educational philosophy aims to prepare students
for life by developing their intellectual and moral qualities through
emphasizing knowledge and the meaning of knowledge, servings to
enhance student’s critical thinking skills in their search for individual
freedoms, human rights and responsibilities through nature.
PERENNIALISM

• For Perennialists, the aim of education is to ensure that students acquire

understandings about the great ideas of Western civilization. These ideas
have the potential for solving problems in any era. The focus is to teach
ideas that are everlasting, to seek enduring truths which are constant, not
changing, as the natural and human worlds at their most essential level, do
not change. Teaching these unchanging principles is critical. Humans are
rational beings, and their minds need to be developed. Thus, cultivation of
the intellect is the highest priority in a worthwhile education.
PERENNIALISM

• The demanding curriculum focuses on attaining cultural literacy, stressing

students growth in enduring disciplines. The loftiest accomplishments of
humankind are emphasized– the great works of literature and art, the laws
or principles of science. Advocates of this educational philosophy are
Robert Maynard Hutchins who developed a Great Books program in 1963
and Mortimer Adler, who further developed this curriculum based on 100
great books of western civilization.
HUMANISM

• is a philosophical stance that emphasizes the individual and social

potential and agency of human beings. It considers human beings as the
starting point for serious moral and philosophical inquiry.
• The meaning of the term "humanism" has changed according
to the successive intellectual movements that have identified with it.
Generally, the term refers to a focus on human well-being and advocates
for human freedom, autonomy, and progress.
HUMANISM

• It views humanity as responsible for the promotion and development of

individuals, espouses the equal and inherent dignity of all human beings,
and emphasizes a concern for humans in relation to the world. Humanism
in Education philosophy is methodology that emphasizes the connection
between the humanities and the human . It is a range of various
philosophical starting points and diverse beliefs, including secular
humanism , arts integration , and four different stages of growth
(philosophy for children , youth , adults and old age). This methodology
has been shown to provide a wider range of creative thinking as well as
foster emotional intelligence.
PROGRESSIVISM

• Progressivists believe that education should focus on the whole child,

rather than on the content or the teacher. This educational philosophy
stresses that students should test ideas by active experimentation. Learning
is rooted in the questions of learners that arise through experiencing the
world. It is active, not passive. The learner is a problem solver and thinker
who makes meaning through his or her individual experience in the
physical and cultural context. Effective teachers provide experiences so
that students can learn by doing.
PROGRESSIVISM
• Curriculum content is derived from student interests and questions. The
scientific method is used by progressivist educators so that students can
study matter and events systematically and first hand. The emphasis is on
process-how one comes to know. The Progressive education philosophy
was established in America from the mid 1920s through the mid 1950s.
John Dewey was its foremost proponent. One of his tenets was that the
school should improve the way of life of our citizens through experiencing
freedom and democracy in schools. Shared decision making, planning of
teachers with students, student-selected topics are all aspects. Books are
tools, rather than authority.
POST MODERN
PHILOSOPHIES
 WHAT IS POST MODERN
PHILOSOPHIES?
> Postmodernism, also spelled post-modernism, in Western
philosophy, a late 20th-century movement characterized by broad
skepticism, subjectivism, or relativism; a general suspicion of
reason; and an acute sensitivity to the role of ideology in asserting
and maintaining political and economic power.
> Post Modern Philosophers- Emphasizes on creative thinking,
individual differences and teachers role as a guide. There is diversity,
democracy, awareness and freedom in education process.
PHILOSOPHERS
 JACQUES DERRIDA
• A French philosopher was well known for his controversial approach to
understanding the word, the deconstruction method and was a major
contributor to post modernism.
• The deconstruction method is the process of criticizing literary text,
philosophical text and political theories. It entails a breakdown of the
rational purposes or logos of earlier Western Philosophy that was believed
to govern the universe.
• Derrida can be regarded a great education figure. His innovative and
uncommon methods created a new perspective in education.
 According to Derrida, tutors should encourage pupils to interact with text
rather than teaching them a series of constant interpretations so that they
have their own interpretation of the text. Hence pupils should be encouraged
to become critical readers and pay attention to contradictions and gaps in
text and do not be in different towards such contradictions and
inharmonious.
 Tutor are not information transfer agents but rather they are facilitators so
that it is the pupil who acquires knowledge, the coordinate
<
pupils learning
experience.
 MARTIN HEIDEGGER
German Philosopher is known for creating the concepts of existentialist
Phenomenology.
Existentialist Phenomenology concludes that we construct our own truths from within, as
opposed to theories that advocate one universal truth. Furthermore, Heidegger inferred
that we are not born into an existing reality but construct our own reality based on our
involvement in the world and on our innate intuitions.
Existential Phenomenology seeks to develop an in depth, embodied understanding of
human existence. It deepens our understanding of human of the experiences and
perspective of others through its focus upon the meanings that we make in our lives and
the choices that are reflected in our understanding and actions.
 MICHEL FOUCAULT
 French Philosopher who examined the theories of, and
relationship between, truth and power. Foucault established the
presence of episteme in philosophy . Episteme are the knowledge
or understanding that contribute to a society at a particular time
and history. He claimed that there is not one universal truth , but
several truths, unique to each individual . These multiple truth
result in a constant shift in the relationship of truth and power.
As a result , power is not something that can be possessed, but
something that can be implemented.
 TEACHING AND LEARNING IN
POST MODERN WORLD
Knowledge about ways in which to live and learn in an
open system in which there is considerable ambiguity and
development.
The Post modern instructor leads their students through
the data and information to the knowledge that is involved
with the purposes of the course of studies and with the
meaning relative to the life of each individual.
 Creation of individual plans wherein the learners is an active participants.
Creation of partnership between teachers and students in learning a body
of knowledge within a contemporary context.

 > Ideas are brought together through a holistic approach to form a new
ways of knowing the world, new learning relationship s and knowledge
creation potentials are heightened and are an exciting aspect of the post
modern class.
Meta strategies or meta cognitive strategies are required
students learn how to learn
Learners are encouraged to find personal meaning from the
learning, as the teacher is allowed to discard the mask of
authority and be more themselves , modelling the lifelong
learning value of post modernism.
 SOCIAL DIMENSIONS OF
EDUCATION
SOCIAL - refers to the characteristics of living organism as applied to
population of human and other animals.

DIMENSIONS - a measure of social extent, especially width, height,

length.

EDUCATION - the act o process of educating the result produced by

instruction, training or study.
 SIX DIMENSION OF EDUCATION
1. HISTORY - record of account of past events or the study and analysis of past
events.
2. SOCIOLGY – the study of human society deals with the study of man kind in
relation to physical, social, and cultural development of the person.
3. CULTURAL – is the scientific study of development of the human authors based on
theological data and methods of analysis.
4. POLITICAL SCIENCE – is the systematic body of state and government.
• Political – is derived from Greek word “Polis” w/c means a city equivalent to a
sovereign state and Science meaning “ to know”
5. ECONOMICS – the social science concerned with
the production, consumption, and distribution of
goods and services.

6. SOCIAL PSYCHOLOGY – the branch of human

psychology that deals with the behavior of groups and
the influence of social factors on the individual.
 THEORIES OF SOCIALOGICAL
DIMENSION
TWO FACES
DAHRENDORF(1959-1968)
1. CONSENSUS
- IS THE GENERAL OR WIDESPREAD AGREEMENT
AMONG ALL MEMBERS OF A PARTICULAR SOCIETY.

2. CONFLICT
- IS CLASH BETWEEN IDEAS , PRINCIPLES AND
PEOPLE.
 THE PROPONENTS OF CONSENSUS AND
CONFLICT SOCIOLOGICAL AND SOCIAL
THEORIES ARE:
• Karl Marx
• Emile Durkheim
• Max Weber
• Talcott Parsons & Robert Merton
• Louis Althusser & Ralph Dahrendorf
• Herbert Mead & Herbert Blumer
 KARL MARX
• Mars’s class theory rests on the premise that “the
history of all hitherto existing society is the history
of class struggles.” According to this view, ever
since human society emerged from its primitive and
relatively undifferentiated state it has remained
fundamentally divided between classes who classes
who clash in the pursuit of class interests.
EMILE DURKHEIM
• Durkheim discuss how modern society is held
together by a division of labor that makes
individual dependent upon one another because
they specialize in different types of work.
Durkheim is particularly concerned about how the
division of labor changes the way that individuals
feel they are part of society as a whole.
MAX WEBER
• Max Weber believed that it was social
actions that should be the focus of study in
sociology. To Weber, a “social action” was an
action carried out by an individual to which
an individual attached a meaning. Therefore,
an action that a person does not think about
cannot be a social action .
TALCOTT ROBERT
ARSONS MERTON
 CONSENSUS THEORY
• Emphasizes on social orders, stability and social
regulation.
• See shared norms and values as fundamental to
society , focus on social ordered based on tacit
agreements, and view social change as occurring in
a slow and orderly fashion .
 CONFLICT THEORY
• Emphasize to dominance pf some social groups by others.
• (accdg. Karl Marx) the struggle of social classes to
maintain dominance and power on social systems.
• (accdg. Horton and Hunt 1984) focuses on the
heterogenous nature of society and the differential
distribution of political and social power.
 Social structures produces patterns of
inequality in the distribution of scarce
resources.
• The conflict model is concerned with
the stresses and conflicts that emerge Conflict
in society because of competitions
over scarce resources.
Reorganization and Change

• It focuses the inequalities that are

The Conflict Model
built into social structures rather
than on those that emerge because of
personal characteristics.
 CONSESUS THEORIES CONFLICT THEORIES
See shared norms and values as Emphasize the dominance of some
fundamental to society social groups by others
Focus on social order based on tacit See social order as based on
agreements manipulation and control by
dominant groups
View social change us occurring in View social change as occurring
a slow and orderly fashion rapidly in a disorderly fashion as
subordinate groups overthrow
dominant groups
 STRUCTURAL FUNCTIONALISM
Structure Functionalism states that society is made up of various institutions that work together in
cooperation.
Parson’s structural functionalism has four functional imperatives also known as AGIL scheme,
1. Adaptation – a system must cope with external situational exigencies. It must adapt to its
environment and adapt environment to its needs.
2. Goal attainment – a system must define and achieve its primary goals.
3. Integration – a system must regulate the interrelationship of its component parts. It must also
manage the relationship among the other three functional imperatives (A.G.L)
4. Latency (patterns maintenance) – a system must furnish , maintain and renew both the
motivation of individuals and the cultural patterns that create and sustain the motivation .
 FUNCTIONAL REQUISITES OF A SOCIAL SYSTEM
1. Social system must be structured so that they operate compatibly with other systems.
2. To survive, the social system must have requisite from the other systems.
3. The system must meet a significant proportion of the needs of its actors.
4. The system must elicit adequate participation from its members.
5. It must have at least a minimum of control over potentially descriptive behavior.
6. If conflict becomes sufficiently disruptive, it must be controlled.
7. Finally , a social system requires a language in order to survive.
- TALCOTT PARSONS
 INTERACTION THEORY
• Is the relation of school and society are critiques
and extensions of the functionalist and conflict
perspectives.
• Integrationist theories are critiques and extensions
of the functionalist and conflict perspectives
 SYMBOLIC
INTERACTIONALISM
• Symbolic interaction theory analyses society by addressing the subjective
meanings that people impose on objects, event, and behaviors.
• Has its own origin in the social psychology of early twentieth century
sociologist George Herbert Mead and Charles Horton Cooley.
• Known as symbolic interactionism, views the self as socially constructed in
relation to social forces and structures and the product of on going
negotiations of meanings.
 PRINCIPLE OF SYMBOLIC INTERACTIONISM
1. Human beings are endowed with the capacity for thought.
2. The capacity for thought us shaped by social interaction.
3. In social interaction , people learn the meanings and the symbols that
allow them to exercise their distinctively human capacity for thought.
4. Meaning and symbols allow people to carry on distinctively human
action and interaction.
5. People are able to modify or alter meanings and symbols that they use in
action and interaction on the basis of their interpretation of the situation .
6. People are able to make these modifications and alteration's because,in
part, of their ability to interact with themselves , which allows them to
examine possible courses of action , assess their relative.
7. The intertwined patterns of action and interaction make up groups and
societies.
 SCHOOL AND SOCIAL
INSTITUTION
What is Social Institution?
A social institution is an interrelated system of social roles and social norms,
organized around the satisfaction of an important social need or social
function. Social Institutions are organized patterns of beliefs and behavior
that are centered on basic social needs.
 SCHOOL
• A school is an educational institution designed to provide learning spaces
and learning environments for the teaching of students under the direction
of teachers. Most countries have systems of formal education, which is
sometimes compulsory. In these systems, students progress through a series
of schools
 FAMILY
• Family is generally regarded as a primary social institution. The institution
of family is a basic unit in the society, and the multifaceted functions
performed by it makes it a much-needed institution in a society.
 IMPORTANT OF FAMILY AS AN
INSTITUTION
• As basic and essential building blocks of societies, families
have a crucial role in social development. They bear the
primary responsibility for the education and socialization
of children as well as instilling values of citizenship and
belonging in the society.
 EDUCATION
• Education is a social institution through which a society's children are
taught basic academic knowledge, learning skills, and cultural norms.
Every nation in the world is equipped with some form of education system,
though those systems vary greatly.
 WHY EDUCATION IS AN IMPORTANT
INSTITUTION OF SOCIETY?
• It helps people become better citizens, get a better-paid job,
shows the difference between good and bad. Education shows us
the importance of hard work and, at the same time, helps us
grow and develop. Thus, we are able to shape a better society to
live in by knowing and respecting rights, laws, and regulations.
 RELIGION
• Religion is a social institution because it includes beliefs and
practices that serve the needs of society. Religion is also an
example of a cultural universal because it is found in all societies
in one form or another.
 BENEFITS OF RELIGIOUS
INSTITUTION
• Teachings of goodwill and the golden rule (do unto others)
• Promoting ethics and good morals in political life.
• Inner strength and courage to do the right thing.
• The message of forgiveness.
• Religious art/music.
• Sense of community and belonging.
• Selfless Service.
 ECONOMIC
• The term “Economic Institutions” refers to two things: 1. Specific agencies
or foundations, both government and private, devoted to collecting or
studying economic data, or commissioned with the job of supplying a good
or service that is important to the economy of a country
 4 TYPES OF ECONOMIC
INSTITUTION
1. Traditional economies
2. Command economies
3. Mixed economies
4. Market economies
 GOVERNMENT
• A government is an institution entrusted with making and
enforcing the rules of a society as well as with regulating
relations with other societies. In order to be considered a
government, a ruling body must be recognized as such by
the people it purports to govern.
 IMPORTANT OF GOVERNMENT
INSTITUTION

• Institutions also have an important redistributive role to play in

the economy – they make sure that resources are properly
allocated, and ensure that the poor or those with fewer economic
resources are protected. They also encourage trust by providing
policing and justice systems which adhere to a common set of
laws.
 EXAMPLE OF GOVERNMENT
INSTITUTION
• Authoritarianism
• Bureaucracy
• Congress
• Democracy
• Lobbyists (interest groups)
• Political parties
• Monarchy
• Totalitarianism
 WHAT IS INDUSTRIAL 4.0
►The World Economic Forum @ Davos-2016 announced the
Fourth Industrial Revolution, and predicted a ‘major shift about
the future of jobs’.
►Disruptive technologies, driven by Industry 4.0 have begun
adding more fire to the already volatile, uncertain, complex &
ambiguous world and impacting our lives, our relationships, also
the future of our jobs.
The technological breakthrough is rapidly shifting the frontiers
between the work task performed by humans and those
performed by machines.
Therefore, increasingly more jobs are likely to be taken over by
machines.
However, not all is gloomy – a new set of jobs is expected to
emerge where Human skills and EQ will be most important and
valued.
As machine intelligence rises, education needs to produce better
human competence to drive MI and AI.

Education has no option but to adapt to these changes in

Industry which are brought by disruptive technologies. The
solution is an implementation of Education 4.0.
 WHAT IS EDUCATION 4.0
Education 4.0 denotes changes, relevant to Industry 4.0,
We find Lectures and Memorization (Education 1.0),
Internet Enabled Learning (Education 2.0), and
Knowledge-based education (Education 3.0) is not enough.
It’s time to focus on Innovation based education (Education 4.0).
Education 4.0 is a purposeful approach to learning that lines
up with the fourth industrial revolution and about transforming
the future of education using advanced technology and
automation.

Creativity is the foundation of Education 4.0. It emphasizes the

need to prepare students to take on challenges, head-on.
 EDUCATION 4.0 WILL REQUIRE
GRADUAL PARADIGM SHIFTS:
1.Demand-led instead of supply-led education
Competency-based instead of knowledge-based
Lifelong learning instead of front-loaded learning
Modular Degree instead of one-shot going
Emphasis on EQ than IQ alone.
 WHAT IS EDUCATION 4.0
Students should be adept with skills set by the fast-changing
technology; they should be led, but not instructed; information
should be made accessible, but not fed to them.
Both general and vocational education should aim at making
students skill-ready to compete with the outside labor force.
 MAJOR TRENDS OF
EDUCATION 4.0
1. A more personalized learning
2. Accelerate remote learning opportunities
3. Choice of education tools
4. Data Analysis
5. Project-based learning
6. Field-specific experience
7. Easy and Accurate Exam pattern
With education 4.0, we started cultivating a peer-to-peer learning atmosphere
with students being able to learn collaboratively and from each other.
The role of teachers is that of facilitators.
The curriculum and learning outcomes focus on complex 21st-century skills
including problem-solving, critical thinking, creativity, people management,
teamwork and collaboration, emotional intelligence, judgment and decision-
making, service orientation, negotiation, and cognitive flexibility.
 HOW CAN MANAGEMENT COLLEGE NEED TO
PREPARE STUDENTS FOR EDUCATION 4.0?

The only way is by aligning industry requirements with education. Here are
a few ways by which the same could be achieved;
Remodeling of Curriculum with special stress on futuristic subjects. With
digitization and automation, a skill-based curriculum is an order of the day.
Building digital skills. Institutions should have modern workplace skills
and focus on training their faculty to build digital skills to develop fully
able students for their workplace.
Opt for digital tools for virtual learning (face to face)
environments (VLEs).
Tweaking of course delivery. There should be a synchronization
between the Faculty and the curriculum taught. Faculty should
be open to using technological applications to improve students’
 CONCLUSION
Education 4.0 focuses on modern and smart technology, AI,
robotics, all of which influence our everyday lives. Hence
Management Institutes need to gear up to this massive
transformation of bringing technology-driven design into the
curricula with the assistance of educationists and other
visionaries. Giving today’s workforce the right tools will help
create a more multifaceted society where everyone plays their
part well, adding to a self-sustainable model of education on.
 SOURCE:
Vyas, D. (2021, August 19). Education 4.0. LinkedIn. Retrieved March 18,
2022, from https://www.linkedin.com/pulse/education-40-darshan-vyas
EDUCATIONAL REFORMS

• Central to the educational reform movement is the commitment

to closing the achievement gap and contributing to the overall
improvement of student outcomes.
• From: International Encyclopedia of Education (Third Edition),
2010
EDUCATIONAL REFORMS
• Education reform is the name given to the
goal of changing public eduvation. The
meaning and education methods have
changed through debates over what content or
experiences result in an educated individual
or an educated society. Historically, the
motivations form reform have not reflected
the current needs of society.
• Education reform is the term for the goal of
changing public education in terms of
educational theory and practice.
WHAT ARE THE MAJOR EDUCATIONAL
REFORMS?
• The four key areas of reform include: Development of rigorous
standards and better assessments. Adoption of better data systems to
provide schools, teachers, and parents with information about student
progress. Support for teachers and school leadewrs to become more
effective.
WHY IS EDUCATION REFORM IMPORTANT?

• The education system has become a source of bureaucrat profit and thus
lost its original purpose; to educate individuals and give skills for thinking
critically.
• Education reform is a necessary step to take towards a socially and
academically progressive future.
WHAT WAS ONE REASON FOR EDUCATION REFORMS?

• Education reform has been pursued for a variety of specific

reasons, but generally most reforms aim at redressing some
societal ills, such as poverty-, gender-, or class-based inequities,
or perceived ineffectiveness.
THANK YOU AND GOD
BLESS!