Tarlac College of Agriculture Malacampa, Camiling, Tarlac Graduate Studies Foundation of Education

JOVIE G. GARCIA

1. With that educational philosophy: How will you treat your student? ANSWER: Philosophy means "love of wisdom." It is made up of two Greek words, philo, meaning love, and sophos, meaning wisdom. Philosophy helps teachers to reflect on key issues and concepts in education, usually through such questions as: What is being educated? What is the good life? What is knowledge? What is the nature of learning? And What is teaching? Philosophers think about the meaning of things and interpretation of that meaning. Even simple statements, such as "What should be learned? Or What is adolescence?" set up raging debates that can have major implications. For example, what happens if an adolescent commits a serious crime? One interpretation may hide another. If such a young person is treated as an adult criminal, what does it say about justice, childhood, and the like? Or if the adolescent is treated as a child, what does it say about society's views on crime? Your educational philosophy is your beliefs about why, what and how you teach, whom you teach, and about the nature of learning. It is a set of principles that guides professional action through the events and issues teachers face daily. Sources for your educational philosophy are your life experiences, your values, the environment in which you live, interactions with others and awareness of philosophical approaches. Learning about the branches of philosophy, philosophical world views, and different educational philosophies and theories will help you to determine and shape your own educational philosophy, combined with these other aspects. When you examine a philosophy different from your own, it helps you to "wrestle" with your own thinking. Sometimes this means you may change your mind. Other times, it may strengthen your viewpoint; or, you may be eclectic, selecting what seems best from different philosophies. But in eclecticism, there is a danger of sloppy and inconsistent thinking, especially if you borrow a bit of one philosophy and stir in some of another. If serious thought has gone into selection of strategies, theories, or philosophies, this is less problematic. For example, you may determine that you have to vary your approach depending on the particular learning needs and styles of a given student. At various time periods, one philosophical framework may become favored over another. What will you teach? ANSWER: It was always a story of inspiration, the story of a teacher that did their job well and stimulated a young mind. An awakening, an excitement, and an awareness that every student deserves the opportunity to experience. I know in todays society, it is harder and harder to stimulate a generation of instant gratification children, competing with the Internet, video games, television, and all of the other flashy gadgets sold to distract, means that we have to be more creative at how we approach learning. Consider this, I have argued that intellectual excitement grows from teaching where

(I) students see the discipline as one of central importance, but one in which not everything is yet settled, (ii) the teacher's enthusiasm for and commitment to the discipline is evident, and (iii) some striking demonstrations are introduced that will arouse students' curiosity and/or provoke reflection. I have noticed that teachers that are able to bring that excitement and commitment into the classroom have a much higher success rate with the individual and the class as a whole. How will you teach? ANSWER: As a teacher, it is my goal to expose my students to as many different experiences and situations as possible, so that their reality can be expanded upon. I believe that we know what we know based both on experience and on our individual beliefs of reality, i.e. Spiritual, analytical, empirical evidence, etc. Challenging our students to question why and how they know what they know, as and individual and as a group, intensifies the learning experience. As a teacher, it is my responsibility to make sure that expectations and guidelines are very clear. A teacher has a responsibility and duty to display and set the example of good moral conduct in the classroom and in life. Good moral conduct should encompass all aspects of the Golden Rule; the ethic of reciprocity is an ethical code that states one has a right to just treatment, and a responsibility to ensure justice for others. Every individual administrator and teacher are going to find different ways to balance their influence of moral beliefs and freedom of speech, the main thing that has to be considered are the rights of the learner. A teacher has to ensure that his freedom of speech never steps on anyone elses rights. Parents and Students have the right to expect the schools to be maintained in a safe, healthy, PG rating environment.

2. From which philosophies that have you studied and researched did you draw inspiration as you formulated your own philosophy of education? ANSWER: Pragmatism (Experientialism) For pragmatists, only those things that are experienced or observed are real. In this late 19th century American philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise. The universe is dynamic and evolving, a "becoming" view of the world. There is no absolute and unchanging truth, but rather, truth is what works. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who believed that thought must produce action, rather than linger in the mind and lead to indecisiveness. Schools should emphasize the subject matter of social experience. All learning is dependent on the context of place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively and contribute to a democratic society. The ultimate purpose is the creation of a new social order. Character development is based on making group decisions in light of consequences. For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Curriculum should bring the disciplines together to focus on solving problems in an interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, Pragmatists believe that learners should apply their knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily living, and future careers.

3. Does this educational philosophy of yours make a difference in your life? ANSWER: What if you do not have formulated a philosophy of education at all? ANSWER: 4. Is your educational philosophy more of an abstract theory than a blue-print to daily living? ANSWER: 5. Do you think your philosophy will change as you grow in knowledge? ANSWER: 6. In what ways does network serve as a useful element of social interaction ? ANSWER: Social networks of the electronic variety have become thoroughly embedded in contemporary culture. People have woven these networks into their daily routines, using Facebook, Twitter, LinkedIn, online gaming environments, and other tools to build and maintain complex webs of professional and personal relationships. CIOs likewise have recognized the importance of building social networks, using not only these electronic tools but also the old-fashioned methods of face-to-face communication and relationshipbuilding. Today, establishing these networks is more important than ever in order to manage changes in technology and expectations in the current economy. Sharing information and developing a common understanding with campus partners have become keys for success in IT organizations. The communications makeover of IT organizations begins with understanding the higher education landscape and moving inward in concentric circles. IT leaders have long been knowledgeable about higher education, including government policy, finances, and the competitive outlook; now, the importance of broad generalist knowledge is filtering lower in the organization. Moving inward, IT leaders and staff must also understand their own institutions. A thorough reading of the campus strategic plan is a good place to begin; institutional blogs, websites, student newspapers, and HR and other employee newsletters are also useful sources of information and are helpful in identifying trends, understanding issues, and discerning the campus culture. Another good way to learn about the campus and start building relationships is through participation in presidential task forces and other kinds of institution-wide committees. These activities offer an opportunity to meet and interact with a broad cross-section of campus leaders and to better understand important issues facing the institution. IT professionals who participate in these activities can help provide institutional leadership while representing the IT organization and demonstrating organizational commitment to the greater campus community. Further, as community stakeholders, IT professionals need not be confined solely to IT matters. Broad issues ranging from work-life balance and green initiatives to women's issues or reaccreditation efforts are also matters of concern to IT staff. College and university presidents, provosts, deans, department heads, and others can do their part in encouraging IT participation in these conversations, acknowledging that their IT colleagues are motivated not only by crafting technical solutions but also by performing work to further teaching and learning and to enrich the capabilities of the institution. Engagement in these kinds of conversations is less about injecting the IT perspective into campus discussions than it is about building relationships, at all levels, across campus to better understand the issues facing the institution. By participating in broader discussions, both formal and informal, the IT organization signals its interest in the core issues of the institution and can begin forming the relationships that may become the cornerstones of future partnerships. It is not enough for IT organizations to communicate effectively to their clients, however; good communication is a two-way street. Feedback from clients can be obtained in many ways: surveys, suggestion boxes, town hall-style meetings, and routine interaction and/or feedback loops with

stakeholders. Many campuses have established advisory boards of students, faculty, and staff to ensure they have regular paths of communication with their constituents. This provides the organization with a wealth of information about how customers are using services, which services need improvement, and which services need to be introduced or phased out. 7. How does each of the following: institution contribute to the process of formation or education? a. the family ANSWER: Family as Social Institution Each Society has some basic needs which has to be satisfied for better day to day life. Social institutions are a medium like as social moulds which are established for caring out basic functions and help to established collective image of behavior. This institutions come in to existence for satisfying needs of an individual. Even though every institution carries out certain specific function, It is not entirely independent. There is interdependants in every social institution. Every institution has to use various resources for its fulfillment. For eg, Chalk and black board for educational institutions; temple, masjid and church for religious institutions. These institutions have social acceptance for eg , Marriage institutions, religious institutions, economic institutions and family institutions etc. Family Institution: Family is social institution of society. Some social thinkers called family as a primary group. A person is related to a family right from his birth up to his death a family participate in the joys and sorrow of a person. Family plays an important role in personality development of a child. Family institution is present in all human communities. Person in family have blood relation. In the family there are sexual relation in men and women. This are common relations and they are stable because of they are established by institution .all members of this institution participate in a financial process and responsibility. There is only one resident for all the members of the family. This institution is small in size .when the children grow they get married and they form own independent family. Therefore, the size of the family is small. The concept of the family is observed in all human group. Family institution plays a very important role in giving stability to society. As family is a primary social institution of a society, existence of every social institution is depends on the functions carried out by that social institution. Family is no exception to this concept. According to Augbern and Nimcoff , satisfaction of sexual needs and child bearing are important functions of family. As the opinion of many social scientist main reason for the existence of the family institution is longer period of child dependence. The another function of family institution is to give formal and informal education to children. Children have to go to school for formal education but informal education is given by family institute. The family gives information about culture and helps to balanced personality development. Family carries out social regulations by developing personality. In traditional as well as modern society this functions are of family institution. Hence, we come to know that family is a major social institution of society. b. the church and religion ANSWER: In fact every aspect of our life and all other agents are based on religion. Initially, a child learns from family. The first ever learning place for child is lap of mother. Mother tells her kid what religion he or she follows. In our society mother tells name of God. Here child learns that there is someone to protect him and there is some power to whom he or she has to consult all of his or her problems. Child come to know that he or she must not to do something wrong or bad because there is God who is looking all of his or her deeds. In fact child learns that he has to live within some boundaries and of course there is someone to help him or her. This kind of breeding builds a good and positive character of his or her personality.

Then child enters to school. The school will practically educate him or her about teaching of religion. Here he or she will learn that how to act and spend life according to basic rules and regulations of religion. Here he or she can raise more questions about patterns of religions. He or she can develop his or her personality according to teaching of religion. The peer groups, who are also influenced by teachings of religion, will behave and respond according to those teachings. The child looks others who are practically performing the duties of religion. Child will again take influence of that and will try to act like them. The media plays again a big roll to promote teaching, norms, and blessings of religion. Media will disseminate lessons, instructions and philosophy of religion to a mass level. Media will promote such massages that would bring about changes in thinking, behaving, reacting and way of spending life according to teaching of religion. In this way media can perform not only massage/ news/entertainment role, but also a teaching and positive role. Finally the religion is real base and philosophy of social life. c. mass media ANSWER: We are to a large extent dependent on regular contact with the mass media for information, entertainment, ideas, opinion and many other things all of which are connected to our attempts to 'make sense' of who and what we are. Our cultural experiences are affected by the development of systems of mass communication. A look at current research shows that we spend from 18 to 35 hours per week watching TV, for example. It is 'normal' to spend 3 - 4 hours per day in the company of a TV set. Large amounts of our time are spent in a range of media related activities. To study 'media' is to study also how we define our own sense of who and what we are. What do we mean by 'culture'? How does a media text shape or construct or change cultural identity? What exactly is 'mass media' or 'mass communication'? We all inhabit particular situations and things like our surroundings, family, friends; school, work, neighborhood and so on shape our individual identities. In media-speak we refer to this aspect of our cultural identity as our situated culture. In other words, the small-scale communications and interactions we have on a day-to-day basis with the place we live in and the people around us. This kind of culture is primarily an oral one - it is passed on and formed largely by intimate word-of-mouth communication. Since the mid 19th century, we have come to live not only in a situated culture, but in a culture of mediation. The press, film and cinema, television and radio and more recently, the Internet, have developed to supply larger scale means of public communication. So now our situated culture exists within a much wider mediated world. The introduction of the term 'global village' in the 1960's illustrates how much our world has changed and the change is due almost entirely to the development of mass communications. With mass communication there are four main distinctive features, as follows: 1. There is a gap or an institutional break between the 'sender' of the message and the 'receiver'. The makers of the media texts, the 'senders' of the messages, do not have an obvious feedback relationship with the audience. (Shouting at the TV screen does not count as feedback!) Audience responses are rarely 'heard'. This means that mass-mediated culture tends to be a one-way process. Producers have to target imaginary, generalized or stereotypical audiences. They can (and do) 'shape'

products accordingly. They also make assumptions about audiences that are based on conceptual ideas of what people are like, rather than how they really are. Look at any glamour magazine and you can see what the makers of the texts think men and women should look like, for example. 2. Specialized technologies, especially the internet, have begun to affect the one-way system of communication described above. In addition, these technologies have made it possible to 'capture' messages in a very physical form (photographs, film, tape-recordings) which in turn has led to historical permanence or records. Our sense of 'history' is thus affected (and some would say, constructed.) 3. Media messages can be extended 'outwards', so that events taking place regionally or locally now have global coverage (9/11, for example) Audiences are frequently calculated in billions! This has major significance in terms of media institutions. Lots of profit to be made from selling syndicated rights to the whole world's media! 4. Media messages have therefore become a modern commodity - an industry - a product. Market forces thus have a definite impact on the production and distribution of media texts. It is argued that as mass media have become 'facts of life' and we have all become socially and culturally more dependent on them. It is argued that the media now occupy a central role in defining and interpreting the very nature of the world according to certain values, cultural principles and ideologies. We inhabit an information and consumer society as a result and concerns are expressed about exactly what effects the media have on society. Ideology - a set of ideas or a view of the world that is selective and gives a particular version of reality. Sometimes seen as deliberately constructed by powerful groups in order to maintain power and control. There are three major areas of concern, as follows: 1. Mass media has a political and a persuasive power over us. Radio, TV, the press and film can manipulate whole societies. Political propaganda, advertising and the so-called 'mind-bending' power of the media are long-standing causes of debate and concern. 2. Since the 19th century there has been a mistrust of so-called 'popular culture', which is thought to debase or degrade cultural traditions and standards. The ongoing debate about the future of public service broadcasting in Britain in the 1990's is an example of this. What exactly is 'quality' and cultural value in broadcast output? 3.The most contentious issue concerns the effects of the mass media on social behaviour, in particular violence and delinquency. The media have regularly been accused of 'causing' outbreaks of unrest in society. d. the workplace ANSWER: Diversity management is a process intended to create and maintain a positive work environment where the similarities and differences of individuals are valued. The literature on diversity management has mostly emphasized on organization culture; its impact on diversity openness; human resource management practices; institutional environments and organizational contexts to diversityrelated pressures, expectations, requirements, and incentives; perceived practices and organizational

outcomes related to managing employee diversity; and several other issues. The current study examines the potential barriers to workplace diversity and suggests strategies to enhance workplace diversity and inclusiveness. It is based on a survey of 300 IT employees. The study concludes that successfully managing diversity can lead to more committed, better satisfied, better performing employees and potentially better financial performance for an organization. The concept of diversity includes acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and fostering environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. Diversity is a set of conscious practices that involve understanding and appreciating interdependence of humanity, cultures, and the natural environment; practicing mutual respect for qualities and experiences that are different from our own; understanding that diversity includes not only ways of being but also ways of knowing; recognizing that personal, cultural, and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others; and building alliances across differences so that we can work together to eradicate all forms of discrimination. Workplace diversity refers to the variety of differences between people in an organization. That sounds simple, but diversity encompasses race, gender, ethnic group, age, personality, cognitive style, tenure, organizational function, education, background, and more. Diversity involves not only how people perceive themselves but also how they perceive others. Those perceptions affect their interactions. For a wide assortment of employees to function effectively as an organization, human resource professionals need to deal effectively with issues such as communication, adaptability, and change. Diversity management is a process intended to create and maintain a positive work environment where the similarities and differences of individuals are valued, so that all can reach their potential and maximize their contributions to an organizations strategic goals and objectives.

e. social class ANSWER: Social groups often provide the first experiences of socialization. Families, and later peer groups, communicate expectations and reinforce norms. People first learn to use the tangible objects of material culture in these settings, as well as being introduced to the beliefs and values of society. Family is the first agent of socialization. Mothers and fathers, siblings and grandparents, plus members of an extended family, all teach a child what he or she needs to know. For example, they show the child how to use objects (such as clothes, computers, eating utensils, books, bikes); how to relate to others (some as family, others as friends, still others as strangers or teachers or neighbors); and how the world works (what is real and what is imagined). As you are aware, either from your own experience as a child or your role in helping to raise one, socialization involves teaching and learning about an unending array of objects and ideas. Family Family is the first agent of socialization. Mothers and fathers, siblings and grandparents, plus members of an extended family, all teach a child what he or she needs to know. For example, they show the child how to use objects (such as clothes, computers, eating utensils, books, bikes); how to relate to others (some as family, others as friends, still others as strangers or teachers or neighbors); and how the world works (what is real and what is imagined). As you are aware, either from your own experience as a child or your role in helping to raise one, socialization involves teaching and learning about an unending array of objects and ideas.

It is important to keep in mind, however, that families do not socialize children in a vacuum. Many social factors impact how a family raises its children. For example, we can use sociological imagination to recognize that individual behaviors are affected by the historical period in which they take place. Sixty years ago, it would not have been considered especially strict for a father to hit his son with a wooden spoon or a belt if he misbehaved, but today that same action might be considered child abuse. Sociologists recognize that race, social class, religion, and other societal factors play an important role in socialization. For example, poor families usually emphasize obedience and conformity when raising their children, while wealthy families emphasize judgment and creativity (National Opinion Research Center 2008).This may be because working-class parents have less education and more repetitive-task jobs for which the ability to follow rules and to conform helps. Wealthy parents tend to have better educations and often work in managerial positions or in careers that require creative problem solving, so they teach their children behaviors that would be beneficial in these positions. This means that children are effectively socialized and raised to take the types of jobs that their parents already have, thus reproducing the class system (Kohn 1977). Likewise, children are socialized to abide by gender norms, perceptions of race, and class-related behaviors. Peer Groups A peer group is made up of people who are similar in age and social status and who share interests. Peer group socialization begins in the earliest years, such as when kids on a playground teach younger children the norms about taking turns or the rules of a game or how to shoot a basket. As children grow into teenagers, this process continues. Peer groups are important to adolescents in a new way, as they begin to develop an identity separate from their parents and exert independence. Additionally, peer groups provide their own opportunities for socialization since kids usually engage in different types of activities with their peers than they do with their families. Peer groups provide adolescents first major socialization experience outside the realm of their families. Interestingly, studies have shown that although friendships rank high in adolescents priorities, this is balanced by parental influence. 8. What are the effects of cultural pluralism in society? ANSWER: Cultural pluralism is a term used when smaller groups within a larger society maintain their unique cultural identities, and their values and practices are accepted by the wider culture provided they are consistent with the laws and values of the wider society. Cultural pluralism is often confused with Multiculturalism. Multiculturalism lacks the requirement for a dominant culture. One of the outcomes of a variety of cultures and subcultures is that minority groups tend to be controlled by the dominant cultures because the latter has the power and uses affluence to take over the smaller cultural societies. With a diverse culture, an exchange and sharing of cultural values and attitudes take place. Some cultures may adapt certain cultural beliefs from other groups and modify them to embed it in their own cultural orientation. Some cultures retain their cultural identity despite the exposure and immersion with other cultures. These are a few of the effects of dynamism of culture and its diverse characteristic. The concept of cultural diversity brings us to the main subject of this article which is cultural pluralism. The term 'cultural pluralism' is used to describe a condition wherein smaller entities or minorities participate in the more dominant or larger society but keep their identities intact.

Even with the dynamic situation, cultural differences are distinctly maintained. The word pluralism describes the existence of diversity in the society in many aspects. In the cultural aspect, cultural pluralism describes the occurrence of diversity among cultures. A Pluralistic Society How is a pluralistic society described or illustrated? What characterizes a pluralistic society? It is a society where various cultural groups interact with each other while maintaining a degree of tolerance for each other. It is also a society where various cultures can coexist without having to go through conflicts and it is also where minority groups can sustain their customs. In a broader sense, all societies are plural. Diversity is everywhere plus the reality that it is inescapable in all social lives. Every human being is unique and every culture is unique as well. Culture is naturally dynamic and evolving, and the more it evolves, the more diverse every culture becomes. A pluralistic society is open to these changes but is not obliged to adapt to alternative cultural forms. One example of cultural pluralism is the acceptance of Indian yoga sessions in another country, a Chinese calligraphy class in the United States, or the introduction of Latin salsa dancing in an Asian country. Such practices can only be taught or exercised in a largely predominant society with a pluralist culture. Cultural Pluralism and Multiculturalism Cultural pluralism is sometimes mistaken for multiculturalism. In fact, some researchers and experts view them as the same concept. But one thing for sure, both conditions precede the concept of assimilation which is closely similar but has an underlying difference. Actually, both cultural pluralism and multiculturalism are defined in almost the same way in which various minority cultures are accepted in dominant societies with due respect to diversity. But there are distinguished differences between the two. On a public sphere or talking about the treatment of individuals, people are treated equal in a common pluralist society while in multiculturalism, the public sphere focuses more on cultural negotiation where no group of society will dominate any culture. Another difference is that cultural pluralism goes for equality of opportunity and freedom of association. On the other hand, multiculturalism requires affiliation and cultural recognition. Cultural Pluralism versus Structural Pluralism Another concept compared with cultural pluralism is the structural pluralism. In cultural pluralism, societies can interact and individuals can interrelate without having to give up their cultural identities to the larger society and they get to uphold their identities through communication instead of segregation. Structural pluralism does not recognize the existence of cultural diversity but to the occurrence of separate patterned social relationships in a particular society. According to Milton Gordon who identified the differences of the two concepts, structural pluralism focuses on the existence of separate cultural groups in a society with each group having a network of organizations or other groups that allow for certain limitations in the intercultural relationships.

Cultural pluralism is more of relational, while structural pluralism is a relativist. What is the difference between these two concepts? The former conceives the thought that people and cultural societies are interdependent and upholds equality among individuals as well as respect for the rights and freedom of each culture. Structural pluralism, as per Gordon, is socially dysfunctional or prone to conflict. But cultural conflict may also be possible in pluralism, only that there is more respect in each culture so conflicts are easy to deal with.

9. In your thinking, what qualities must prevail in a family to make it real contributory factor to nation building?