Summaries of Thoughts of Education Philosophers (Arcangel LPT PhD, Corpuz LPT PhD & Prieto LPT PhD, 2019) John Locke (1632-1704) ‘The Empiricist Educator English philosopher whose works lie at the foundation of modern philosophical empiricism and political liberalism. He was an inspirer of both the European Enlightenment and the Constitution of the United States English philosopher whose works lie at the foundation of — modern philosophical empiricism and political liberalism, He was an inspirer of both the European Enlightenment and the Constitution of the United States. + Acquire knowledge about the world through senses ~learning by doing and interacting with the environment * Simple ideas become complex through complex comparison, reflection and generalization—the inductive method. = Questi ned that long traclitional view that knowledge came exclusively from literary sources, particularly the Greek and Latin classics, * Opposed the “divine right of kings” theory that the monarch had the right to be unquestioned and is absolute, * Political order should be based on a contract between the gov't and the people * Aristocrats are not destined by birth to be rulers. Civic education is necessary, People should be educated to govern themselves intelligently and responsibly. (Ornstein, 1984) Remember: * For John Locke, education is not acquisition of knowledge contained only on the great books. It is learning interacting with concrete experiences comparing and reflecting, The learner is an active not passive agent of his/her own learning, * Education helps the citizen to actively and intelligently participate in the society. Establishing their government, choosing among themselves because they are convinced that no person is destined to be ruler forever. 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 uniform to 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 (itilitar ian) objectives rather than on the very general education 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 eam 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 the life activities * Individual competition leads to social progress. He who is fittest survives. (Ornstein, 1984) Remember Specialized Education of Spencer vs, General Education + To survive in a complex society, Spencer favors specialized education over that of general education. We are in need of social engineers who can combine harmoniously the findings of specialized knowledge, This is particularly true in the field of medicine, « The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence of things he becomes a man who knows more and more about less and less, Spencer's Survival of the Fittest © He who is the fittest survives, Individual competition leads to social progress. The competition in class is what advocates of whale-child approach and Sacio-emotional Learning (SEL) atmosphere negate, The whole child approach is powerful tool for SELF-focused schools has ‘as tenets “each student learns in an environment that is physically and emotionally safe for students and adults” and “each student has access to personalized learning and is supported by qualified and caring adults...” (Frey, N, 2019 John Dewey (1859-1952) Learning through Experience American philosopher and educator who was a founder of the philosophical movement known as pragmatism, a pioneer in functional psychology, and a leader of the progressive movement in education in the United States. + Education is a social process and so school is intimately related to the society it serves. + Children are socially active human beings who want to explore their environment and gained control over it, + Education is a social process in 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 the society, in 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.‘+ Sole purpose of education is to contribute to the personal and social growth of individuals. ‘+ Steps of the scientific or reflective method of Dewey's Educational Theory: 1. Learner has a “genuine situation of experience” 2. Within the experience, the learner has “genuine problem” 3. Does research to acquire information needed to solve the problem. 4. Develops possible and tentative solution. 5. The learner tests the solution by applying them to the problem. © The accumulated wisdom of the cultural heritage if it served human purposes, becomes part of the “reconstructed experience”. + The school is social, A miniature society as a means of bringing children into social participation. + The learner acquires disposition and procedures associated with scientific or reflective thinking and acting. © The school is democratic as they are free to test alll ideas, beliefs and values. ‘© School should be used by all, it is a democratic institution. * Authoritarian or coercive administration is no longer applicable as it blacks genuine inquiry and dialogue. + Education is a social activity and social agency that helps shape human character and behavior, + Values are relative but sharing, cooperation and democracy are significant human values that should be encouraged by schools. (Ornstein, 1984) Remember: + Ideal learner is not just one who can learn by doing, e.g., conduct an experiment but one who can connect accumulated wisdom of the past to the present. * Schools are for the people and by the people. George Counts (1889 - 1974) Building a New Social Order George Sylvester Counts (born in December 9, 1889 at Baldwin City, Kansas, U.S. and died on November 10, 1974 at Belleville, Illinois) is an American educator and activist who believed that schools should bring about social change, Social change refers to any significant alteration over time in behavior patterns and cultural values and norms, For example: the abolition of slavery and the feminist movernent, + Counts believed that education is not based on eternal truths but is relative to a particular society living at a given time and place. * 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 affords equal learning opportunities to all students. (Ornstein, A. 1984) Remember: + For George Counts, schools and teachers should be agents of change. Schools are considered instruments for social improvement rather than as agencies for preserving the status quo. Whatever change we work for should always be change for the better not just for the sake of change. «Teachers are called to make decisions on controversial issues. Not to make a decision is to actually making a decision. «Like Dewey, problem solving, should be the dominant method for instruction. Theodore Brameld (1904-1987) Social Reconstruction As the name implies, social Reconstructionist is a philosophy that emphasizes the reformation of society. The social Reconstructionist contend that: 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 had 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) So the social Reconstructionist asserts that schools should: + Critically examine present culture and resolve inconsistencies, controversies and conilicts 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 a state of profound cultural ctisis. 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 Reconstructionist see an urgent need for society to reconstruct itself before it destroys itself, (Omstein, A. 1984)+ Technological era is an era of interdependence and so education must be international in scope for global citizenship. + For the social Reconstructionist, education is designed “to awaken the students’ consciousness about social problems and to engage them actively in problem solving”. (Ornstein, 1984) * Social Reconstructionist are firmly committed to equality and 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. (Ornstein, 1984) Remember: + Like John Dewey and George Counts, social Reconstructionist Brameld believe in active problem-solving as the method of teaching and learning, * Social Reconstructionist are convinced that education is not a privilege of the few but a right to be enjoyed by all. + Education is a right that all citizens regardless of race and social status must enjoy Paulo Freire (1921-1997) - Critical Pedagogy Critical Pedagogy and Dialogue vs. the Banking Model of Education For education, Freire implies a dialogic exchange between teachers and students, where both learn, both question, both reflect and both participate in meaning-making. « Pauilo Freire was one of the most influential philosophers of education of the twentieth century. A critical theorist, like social Reconstructionist, 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 saw teaching and learning as a process of inquiry in which the child must 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 prablem-posing education. + Acentral element of Freire’s pedagogy is dialogue. It is love and respect that allow us to engage people in 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, Dialogue means thePre~ Spanish Period (Before 1521) ‘The education inthe Philippines was not forma Be ‘edLieation Was oral, practical, and hands on ‘The ebjective Waste promote reverence, adoration for Bathala, respect law,customs, parents and elders, “Formal and Church based “Christianity and Academics “Traditional Learning and Cathechism insertion of Religious Educational Decree of 1863 Free primary school in each town, one for boys and girls. Primary instruction: free and compulsory, = Edueation inadequate, uppressed and controlled fra (1521-1896) American Regime (ag98-1935) ‘The American used education as a vehicle for its program benevolent assimilation ‘americans soldiers were the First teachers “Trained teachers replaced soldiers Filipinos warmly received their new teachers, Japanese Era (1942-1945) O Commonwealth Period (1945) “Develop moral character, personal discipline, civic vocational efficiency * Emphasize duties off citizenship "Educate adults * August 2001, Republic Act 9155, RA 9155 provides the overall framework * kindergarten Education Act * 2013 Basic Education Act * The Academic Track (ABM, HUMSS (STEM) The TVL Track is intended for students looking to enter the job after graduation, oj* The Sports and Arts and Design Tracks jo * Instill a value to stop depending 0 US and Great Britain * Vocational education, technical, and agricultural; love for labor or work; adopt the *Nipponge language asa medium of instruction ‘Tagalog, Philippine History, and Character Education IMethod: a, Rote memorizatio? e for careers in sports-related fields and creative ib. use of threat; and c Punishment! ore Education from 1986 to PresentSOCIAL SCIENCE THEORIES PANIES SIVISA Ley GUO melee Op 212) e(ey: Wu Ce) asSTRUCTURAL-FUNCTIONAL THEORY » Herbert Spencer BTN eae B talc este) til tol lel part each with a unique function. The parts have to work together for stability and balance of society” SVSeronta eee cece ten B ene t oe ce getter Ese cenit need of society through the development of skills encouraging social fore)al- este) ty » Focused on social stability and solidarity » See Education asa beneficial contribution to an ordered societyPURPOSES OF SCHOOLING ACCORDING TO FUNCTIONALISTS * Intellectual Purposes = acquisition of cognitive and inquiry skills Seo Baty ste Boer Rinne ms Bs Lega iim s Tlie bea omdehi a AL Erg ee i Aart pel had PEs pm e Ne (ee eee ree et EY sTere ye BLT CBs a Trot lag BoC eats ELE Cea Cee Bute jee LLU ale iy site for the solution or resolution of social problems; supplement the efforts of other institutions of socialization such as the family and the church .CONFLICT THEORY - According to this theory , there are always two opposing sides in a conflicts RHEE eter ae ue ae ae barrio DS ese ene Silay eo ete tert te kg ees nt Eee alee (ia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 picridarnesin ie ane capitalism. wan The purpose Pero a) eerie re papa ssa fs) the power of those who dominate society and teach those in the working class to accept their positon as a lower class worker of society.SYMBOLIC INTERACTIONIST THEORY Sere) ce See Eh al (eg Ue LR CCR ey pulerod CBr etolite uta ite g * sin LATimes Seok sae ach meta aime a Soca oe ee ena os et ot L Pee Cece t eR cnt cennt et en ere en thts » Meanings change as individuals interact with one anotherVI IACOF UN CONS TO TEACHING ee eee ee pone ee et arene yt eee ats chen piggy wins ye i a cae Bro Eg | Peopla attach meanings o symbols, nd then they act according to theix Pins) rete RARER ee iosWEAKNESS OF SYMBOLIC INTERACTION THEORY Bete Qc e cer eu ne Contract aol Pers IE sec oe STM stem tee MBER cece MS alert a ICCC Bm RCE ee acl Te ol yee gc el eae hg PO ae Con Su eon ToThe Strengths and Weaknesses of the MN) Filipino Character: A. Socio-Cultural IssueWhat is Socio-Cultural? * Combining social and cultural factors.* Socio-Cultural Factors are customs, lifestyles and valucs that characterize a socicty or group. Cultural aspects include concepts of beauty, education, language, law and politics, religion, social organizations, technology and material culture, values and attitudes.STRENGTHS * PAKIKIPAGKAPWA-TAO - Filipinos are open to others and feel one with others. - They regard others with dignity and respect and deal with them as fellow human beings.STRENGTHS * FAMILY ORIENTATION - Filipinos possess a genuine and deep love for the family which includes not simply spouse and children, parents and siblings, but also grandparents, aunts and uncles, cousins and even godparents and other relatives.STRENGTHS - Family is the source of personal identity, source of emotional and material support and one’s main commitment and responsibility.STRENGTHS * JOY AND HUMOR - Filipinos have a cheerful and fun-loving approach to live through ups and downs, - The result for being cheerful is a certain emotional balance, optimism, and a capacity to survive.STRENGTHS * FLEXIBILITY, ADAPTABILITY AND CREATIVITY - Filipinos have a great capacity to adjust and to adapt to circumstances and the surrounding environment, both physical and social. - Filipinos are also creative in a way that they are resourceful.STRENGTHS * HARDWORK AND INDUSTRY - Filipinos have the capacity for hard work given proper conditions. - Social status is the common reason why some Filipinos go abroad.STRENGTHS * FAITH AND RELIGIOSITY - Filipinos have a deep faith in God. - This kind of characteristic enables them to comprehend and genuinely accept reality in the context of God's will and plan,STRENGTHS * Ability to Survive - Filipinos make do what is available in the environment a - This survival instinct is related to the Filipinos other strengths— a basic optimism, flexibility and adaptability, hard work, and a deep faith in GodWEAKNESSES * EXTREME PERSONALISM - Filipinos sometimes take things seriously - They have a personalistic world view. It means that there is no separation between an objective task and emotional involvementWEAKNESSES * EXTREME FAMILY-CENTEREDNESS -Concern for the family is one of the Filipino's greatest strengths, in the extreme it becomes a serious flawWEAKNESSES * LACK OF DISCIPLINE -Pilipinos have a casual and relaxed attitude towards time and space which manifests which itself in lack of precision and compulsiveness, in poor time management and procrastinationWEAKNESSES * PASSIVITY AND LACK OF INITIATIVE - A stting reliance on others (e.g, leadets, government) to do things for us. -Filipinos tend to show submissiveness to those in the authority and do not raise issues or question decisionsWEAKNESSES * COLONIAL MENTALITY -Pilipinos colonial mentality made up of two dimensions: *Actual preference for foreign things *Lack of patriotismWEAKNESSES * KANYA-KANYA SYNDROME -Filipinos have a selfish, self-serving attitude that generates a feeling of envy and competitiveness towards others.WEAKNESSES * LACK OF ANALYSIS AND SELF-REFLECTION -Filipinos do not take important things seriously -Satisfied with superficial explanations and solutions to the problemUSING STRENGTHS TO COUNTERACT WEAKNESSES * GOALS AND STRATEGIES FOR CHANGE 1) Asense of Patriotism and national pride - a genuine love, appreciation, and commitment to the Philippines and things in Filipino.USING STRENGTHS TO COUNTERACT WEAKNESSES 2) Asense of the common good ~ the ability to look beyond selfish interests. 5) A-sense of dntegrity and accountability - an aversion toward graft and corruption in society and an avoidance of the practice in one’s daily life.USING STRENGTHS TO COUNTERACT WEAKNESSES 4) The value of diseipline and hard work 5) The value of seff-reflection and analysis.