pete TILDE N. ARCANGEL, LPT, PhD A G. PRIETO, LPT, PhD DA B. CORPUZ, LPT, PhD BE -& PPST - Based“ho Teacher and the Comunity, Sol Cute and Organon! Leadership: ‘Chapa Pniosopicl Thaughis on Edveaton What classroom scenario is/are being depicted by the comic strip and the teacher-student question and answer. Isolated Facts and the Banking Method Depicted in the question and answer proceeding in class are ‘@ common elassroom scenario. Most lessons are devoted to teacher ‘asking low-level questions and students answering with what they memorized the night before. Teacher deposited these facts a day before and withdraws them the next day. A perfect example of the banking system of education that Paulo Freire is very much against 4s it does not make the learner reflect and connect what he/she was taught to real life We have nothing against facts; But isolated facts make no sense but become meaningful when seen in relation to other facts. These facts when combined with other facts (with further questioning from the teacher) help the leamer see meaning and connection to his/ her life, Example: The pupil learned that food is broken down into small pieces, which is digested by the stomach and is absorbed by the intestine. To connect the facts, teacher should ask more questions like: "What if the food is not chewed in the mouth, what happens to food in the stomach and to the stomach itself? What if the stomach fails to digest food from the mouth, what happens to the food in the ‘small intestines? Will the small intestines be able to absorb food, ete? Below are summaries of thoughts of education philosophers on what should be taught and how learners should be taught. ‘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 induetive method + Questioned the tong traditional view that knowledge came exclusively from literary sources, particularly the Greek and Latin classics + Opposed he “divine right of kings” theory which held that the monarch had the right to be an unquestioned and absolute ruler over his subjects + Poltical 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 establish their own government and select their own political leaders from among themselves; civic education is necessary + People should be educated to govern thernselves intelligently and responsibly (Ornstein, 1984) ‘ Comments: + For John Locke education is not acquisition of knowledge contained in the Great Books. It is learners interacting with concrete experience, comparing and refecting on the same concrete experience, comparing. The learner is an active not a passive agent of his/her ovn learning + From the social. dimension, education is seeing citizens participate actively and intelligently in establishing their government and in choosing who will govern them from among themselves because they are convinced that no one person is destined to be ruler forever. BB, 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 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 leaming; 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 competition leads to social progress. He who is fittest survives, (Ornstein, 1984) “Like pean, ‘ment What choos tis ‘moar? wi John Locke ‘agree? Justly your ensver Win is Spencers ‘edcations theory cales “Social Davin?”The Tescer ante Communty, Sool Culture and Organizations! Leaders Comments: Specialized Education of Spencer vs, General Ediscation * 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, We must be warned of the deadly peril of over specialism. Of course we do not prefer the other extreme, the superficial person who knows less and less about more and more. ‘Spencer's Survival of the Fittest + He who is fittest survives. Individual competition leads to social progress. The competition in class is what advocates of whole-child approach and Socio-emotional Learning (SEL) atmosphere negate, The whole child approach a 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 earing adults...” (Frey, N, 2019) ‘The highlighted words point to ne competition for competition works against an emotionally safe environment, . John Dewey (1859-1952): Learning through Experience + Baucaton is a social process and so schoo! is intimately related {0 the society that it serves + Children cre socially active human beings who want to explore ther environment and gain control over it + Education isa social process by which the immature members of the group, especially the children, are brought to participate in the society + The school isa 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, exanined and used by its children. + The sole purpose of education isto contribute ta 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 Ccnapee 1 ~ Posoprica! Taupe on Eaveason follows. 5 ™ The leamer has a “genuine situation of experience” involvement in an activity in which he/she is interested. > Within this experience the learner has a “genuine problem’ that stimulates thinking, ™ The learner possesses the information or does research to ‘acquire the information needed to solve the problem. ™ The learner develops possible and tentative solutions 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 @ miniature society is a means of bringing children into social participation. + The school is scientific in the sense that itis a social laboratory in which children and youth could test their ideas and values. Jn here, the learner acquires the disposition and procedures associated with scientific or reflective thinking and acting, + The school is democratic because the leamer is free to test all ideas, beliefs and values. Cultural heritage, customs and institutions are all subject to critical inquiry, investigation and reconstruction. ‘+ School should be used by all, it being a democratic institution. No barrier of 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 schoo! is a social agency that heips shape human character and behavior, + Values are relative but sharing, cooperation, and democracy are significant human values that should be encouraged by schools. (Omstein, A. 1984) , Comments: ‘The Fund of Knowledge of the Human Race + Dewey does not disregard the accumulated wisdom of the past. ‘These past ideas, discoveries and inventions, our cultural‘The Teacher and the Commnty, Schoo) Cure and Orginal Ladership ‘Chapor 1- Phlosophica! Thoughts en Seuation heritage, will be used as the material for dealing with problems and so will be tested. If they are of help, they become part of @ reconstructed experience. If they are not totally accurate, they will still be part of a reconstructed experience. This means that the ideal leamer for Dewey 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 * Schools are democratic institutions where everyone regardless of age, ethnicity, social status is welcome and is encouraged to participate in the democratic process of decision-making, Learners and stakeholders practice and experience democracy in schools. . George Counts (1889-1974): Building a New Social Order + Education is not based on eternal truths but is relative to a articular 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 tag 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 economies, 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, (Ornstein, A, 1984) Comments: ‘Schools and Teachers as Agents of Change + 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 change 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. Lag Between Material Progress and Ethical Values. Counts asserts that “there is @ cultural lag between material progress and social institutions and ethical values.” Material progress of humankind is very evident but moral and ethical development ‘seem to have lagged behind. A friend once wrote: “The Egyptians had their horses. Modern man has his jets but today it is still the same moral problems that plague humankind.” Indeed with science and technology, we have become very powerful and yet powerless, We hhave conquered a number of diseases and even postponed death for ‘many, we have conquered aging, the planets, the seas but we have not conquered ourselves: E, Theodore Brameld (1904-1987) - Social Reconstructionism + As the name implies, social reconstructionism is a philosophy that emphasizes the reformation of society. The social econstructionists 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 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) + So the socal constructionist asserts thet 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 a slate of profound cultural isis, If schools reflect the dominant social values... then organized education will merely transmit the social ills that are sympioms of the pervasive problems and affictions that beset humankind... The only legitimate goal of « truly human education isto create a world order in which people are in control oftheir own destiny, In ar fra of nuclear weapons, the ‘social reconstrctionsts. see an‘The Teacher ahd tho Community, School Cue and Organizational Leadership Caper 1 — Phiosophical Thoughts on Eaveason urgent need for society to reconstruct itself before it destroys itself: (Ornstein, A. 1984) * Technological era is an era of interdependence and so education ‘must be international in scope for global citizenship. + For the social reconstructionists, education is designed “to awaken students’ consciousness about social problems and to ‘engage them actively in problem solving”. (Ornstein, 1984) * 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. (Ornstein, A. 1984) ‘Comments: * Like John Dewey and George Counts, social reconstructionist Brameld believe in active problem- solving as the method of teaching and learning. * Social reconstructionists are convinced that education is not a privilege ofthe few but a right to be enjoyed by al. + Education is a right that all citizens regardless of race and social status must enjoy. F, Paulo Freire (1921-1997) - Critical Pedagogy Critical Pedagogy and Dialogue vs. the Banking Model of Education + Paulo Freire, a critical theorist, like social reconstructionists, 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 vietims, 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 teaming 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 betweén the teacher and her students is necessary in order for the conseientization process to take place. + Freire's critical pedagogy is problem-posing education. + A central 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 ancther. ‘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 itis only when we come to tolerate the points of view and ways of being of 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 entical and problem-posing pedagogy, as ‘opposed to banking education, where there is no discussion, only the imposition ofthe teacher's ideas on the students. (Omstein, 1984) Comment: ‘+ All of these education philosophers, point to the need of interacting with others and of creating a ‘community of inquiry” as Charles Sanders Peirce put it. The community of inquiry is “a group of persons involved in inquiry, investigating more or less the same question or problem, and developing through their exchanges a better understanding both of the question as well as the probable solutions.” (Lee, 2010) A community of inquiry will engage learners in active problem solving,“The Teacher and the Community, School Curse and Organzaionl Leadership 2) Ee LE 1. ‘The modern explosion of knowledge has led to an age of specialization ‘with this concomitant quip: AA specialist knows more and more about less and less, ‘An expert knows more and more about less and less until he or she knows everything about nothing, A related joke cleverly twists this saying: A generalist knows less and less about more and more uuntit he or she knows nothing about everything, Should schools produce generalists or specialists? Defend your answer. 2. Spencer is convinced that he who is most fit survives and 80 encouraged individual competition, Read this article about Singaporean education today and find out with whom you agree: = Spencer's individual competition or Singaporean educational system where competition is not encouraged, Learning is not a competition: No more 1, 2™ or last in class for primary and secondary students ‘SINGAPORE - Whether a child finishes first or last will no longer be indicated in primary and secondary school report books from next year a move which Education Minister Ong Ye Kung hopes will show students that “learning is not a competition”. Report books will not just stop showing a student’s position in relation to class or cohort. ‘The information to be dropped includes: * Class and level mean, ‘Minimum and maximum marks Underlining and/or colouring of failing marks Pass/fail for end-of year result ‘Mean subject grades ‘Overall total marks LIRS (English plus five relevant subjects), L1R4, EMB3 (English, maths, best three subjects) and EMBI for lower secondary levels The Ministry of Education (MOB) said on Friday (Sept 28) that the change isto allow each student to and discourage them from being overly concerned about comparisons. From next year alt examinations for Primary 1 and 2 pupils wil also ‘be removed, and whatever forms of assessment they have will not count towards an overall grade. # ucilog Corerpadert Sepa, 2018 200 pm SOT (Chaper ~ PosopicalThevghs on Eicon 5, The following is an excerpt of the keynote Address of Senator Shahani before the National Academy of Science and Technology 15% Annual Scientific Meeting, 7 July 1993, Manila, Read it, Underline those parts that emphasize development in ‘moral and ethical values as most necessary to effect change. Do you agree with her thoughts in these underlined sentences? Keynote Address of Senator Shahani before the National Academy of ‘Science and Technology at its 15th Annual Scientific Meeting, 7 July 1993, Manila 1m essence, the Moral Recovery Program is a movement which aims to robe Fipinos for nation-building through practical exerise of human values in our daly tes as olzens, and to ioaken us fo Owe power of these values in cchiving our intial and national goal, Tose values are free of charge; we do not have to bora, nor t beg regulary an constanty from the outside word to obtain them; we only have to look inward, ntemalize these values for our own sef transformation, then exteralize them for our iniidual ves and for Buding our nation. To tse curent terminology, the Moral Recovery Program secke fo empower people "the poor, the middleclass and the rich trough the suetained application of human values and virtues to overcome cur problems and bul our entry n accordance wit our elective vision. We can aso see the Program as an atemp to complete the complex pure of natonaion. 4f nation-building has its polieal, economic and eutural cinensions, it also has its moral and ethical imperative. This imperative fo a most compling dimension of nation-building. I goes eyond mere legislation of antigraft measures of Congressional imesigations of wrongdoing in the Government. We need to go back othe basics and ask the fundamental ‘questions: what is our vision of curseloes and of Flipno society? how do tue achiev that vision despite oveiheiming odds? what key vues are needed to atain our goals? I submis that this vision and the siralgies And plea will needed to reaie it should constitute the main. framework to bull tis nation. Nothing less sil do, This combination of Usion ond ‘ction isthe Key to our national sunrial ratrth and renewal. I ths center, the Moral Recovery Program becomes a major ingredient of an iterate strategy for national development Ethics and Politics ‘The close interelationship between ethics and polities is obvious in our ‘many problems -our large foreign debt; the state of permanent disrepair of our roads and public tiles; graft and corruption in Government; the Perennial squabbling and. intramurals. between Government bodies; {and bureaucratic inefficiency, Chronic problems in such vital areas {8 agriculture and industry, rural development and land reform could bbe overcome if some of the values such as love of country, discipline, honesty, accountability and teamwork were practiced on a daily basis in Government offices and political circles, as well as by the people themselves,‘Te Teacher ar the Community, Sehoe Cure and Organtzatonal Leadership (Chapt: +~ Philosophical hows on Eeueaton 1 Vision melee) ee L ee u Coe ete ee eee i ee Peis te doeprpat Aetaaer) (| tel Ss a eee ee ete a eS ee tt ann Soca ee nee eee Serre etree eae Shee a eter tc i ans Sid St eee a agree rere [sb llopelapennproylnreetlaln (ucts Sores a en et ote ree i barca bees ent eee eae Ed tnartninpeptepeainoly reds ceoyee sesreeige ea eerie anaes eaelvofatiets paisere) 6. Individual and National Transformation At this point, we come to the question: what is to, be transformed or ‘changed- the structures of society or the individual? In my view, both should he transformed, each dynamically affecting the other, but the | Starting point is always the individual, of a group of individuals within institutions. The empowerment of the poor rust come from the poor themselves; the poor must help themselves; others can oniy help them to hhelp themselves, There is a welcome opportunity in this country f9 help ‘empower the poor, and such empowerment is vtal to the creation of more Just social and economic structures. Human Values: Powerful Building Blocks It is obvious from what I have said that human values are powerful blige sh pin of a natin, Yt apaniond non-budgetary dimensions of progress and growth, Le, a ‘Goulturat elements, have been conveniently overlooked or disregarded by the learned technocrats and theoreticians of development perhaps to ‘make way for smootJ1, non-controversial discussions of the development ‘process. The technoeratic and neutral language of development, which ‘has evolved jrom the agenda of international institutions, has eclipsed tlle ‘moral choices which have to be made in the development process, Terms like equity, social justice, distributive justice when repeated over and over ‘again without any explanation of the painful ethical choices which have to bbe made by individuals and governments in order to achieve them cannot touch the hearts and minds of the popular, the rich, the middleclass {and the poor, on whom the burden of transformation rests, Development is, after all a: grassrootsoriented process. and a challerge in mass ‘mobilization, for the people and nat fr political expediency. SSRIS essere ‘ight of the interdependence of things he becomes a man who knows ial 8 “If you cannot bring the learners to the world, bring the world to the classroom.” Will this go with John Dewey's philosophy of ‘education: Explain your answer. Considering DepEd mission statement “to protect and promote the right of every Filipino to quality, equitable, culture-besed, and complete basic education” can we say that Philippine educational system is in a sense equitable? What actions and what recent legislations are proofs that the Philippines gives equal access to quality education to its citizens? Is fie tertiary education really pro-poor in the sense that it is the Poot who are indeed benefited? Justify your answer. Freire opposed the banking method of education and favored critical pedagogy. Why? ‘The banking method is characterized as «vertical relationship while critical pedagogy is characterized by a horizontal type of relationship, Be guided by the Figure below. teacher if student teacher «> student John Locke —the empiricist 7 Education is not acquisition of knowledge contained in. the Classics, It is learners interacting with concrete experience. The learner is an active ‘Rot @ passive agent of hhis / her own learning From the social dimension, education is seeing citizens participate | achvely and jntellgenty in establishing their goverment and | | choosing wi will govern them from among themselves. They are of the || thinking that no one person is destined to be ruler forever. This is in| _ Keeping with the Anti-Poltieal Dynasty Bill, Spencer - the utiitarianist le Te survive in a complex society, Spencer favors specialized education over that of general education, sat alee “The expert who concentrates on a limited field is useful, but ihe loses ote and more about less and less. We must be wamed of the early Peril of over-specialism. Of course we do not prefer the other extreme, I eee rene‘Tho Teche athe Commun, Shoo Culture and Organizational Leadership ‘Ohaper Philosophical Thawgts on Education the superal pertonwlo evely day knows less an less about more and more, ‘ + Who is fittest survives. nividial competition leas to social progress. ‘he competition in class is what adtoctes of wholechild appyoaeh and Socio-emotional Leaming (SEL] atinosphere approach and tmotional Learning (SEL) atmospnere and Socie-emotional earning (SEL) atmosphere negate, The whole child) approach, a powerful tool for SEL fone chon has as ent “each student lene in an enon is physically and emotionally safe for students , t on! rs has access to personaling baring nd is ‘supported by: adults.” (roy, N. 2019) rote ‘words + emotionally safe and. caring sa ‘to. tition for coperan ‘works against an at cee Yt i emperience Dewey — joonaab geal disregard cba atlbted isco “past ideas) discoveries. and) inventions, our cult re tused as. the material for dealing with problems and so wil be tested. If they are of help, ce hep reconstructed experience, it they are not totally abcurate, they will still B, part of @ reconstructed 1 Gears uh ea Hat leamet for Dewey is not just one pale fart ct an experi ut one we ean teachers should be tal of chi instruments for (up i ae rover art agencies. for preserving the ota a for should always be change ie tebe i ust ‘sake of change, | * Problem-solving, like Dewey, should be the ee method for instruction. ie ih a ‘« “There is a cultural lag between material progtess i. institutions: i ‘and ethical values.” Material progress of humankind is very evident ‘but moral and ethical development seem. to have lagged, behind, + ls-very evident but moral and etleal development seem to ia Theodore Bald — the Social Reconstructionst € Teconstructionists critically examine present idea resolve ‘inconsistencies, controversies and conflets to build a new wa rot just Eee lerdependence A, era is an era of int ‘so ‘international in scope for global citizenship. a etucaton oe ey Critical peclagogy vs. Banking method i | Employ: critical pedagogy and dialo, £0) ie ence gue in contrast to. the nen | Heamers are not empty receptacles to be filled. eee ene acsk sia se eet ‘aie Check for Understandi 1. Bepain in a sentence why cach efuca ie asin wih there gen wordss | DMPA wae a) John Lace ~ the empiricist 0) Spence =the uttarianist €) Jon Dewey ~ experience d) George Counts ~ Building a new social. order €) Theodore Brameld- the Social Reconatuctonst Paul rere ~ Critical pedagngy Banking method 2. Make a table summary of the philosophies of education, Philosopher Philosophy on Aimis and Method!s of education Classroom/School | Application