Professional Documents
Culture Documents
A. HISTORICAL FOUNDATIONS
1. EARLY CONCEPTS OF EDUCATION
1.5 EARLY CHRISTIAN EDUCATION – Aim to develop the right relationship between God
and man; salvation and social relations based on love
- Methods: lecture (telling), dialectic (question and answer), parable method, figure
of speech, aphorism or use of a short expression ex. “For what does it profit a man if
he gains the whole world, and loses his own soul?; teaching with authority, miracles,
concrete examples, motivation and modeling.
- Types : religious (spiritual), ethical (moral) and social education, universal and
democratic
- Agencies: Informal-diff. places, (time of Jesus), home, church, catechumenal school,
catechetical school, cathedral school
- Outstanding contribution –Christianity, conversion of more than one-half of the
world into Christianity with the highest ideals of spirituality and morality
2.2 SCHOLASTIC EDUCATION – Aims intellectual discipline and reasoned faith (support
the doctrines of the church by rational arguments
- Proponent: St. Thomas Aquinas
-Types: religious and intellectual
- Agencies: Parish schools, Monastic and Cathedral schools, Palace school, and
universities
- Focus: Theology and Religious Philosophy
- Methods- lecture, repetition, examination, scholastic method (stating a question,
setting down objections to the preposition, proving one side and answering or disputing
objections); Aristotelian logic (using syllogism-major premise, minor premises and
conclusion
-Contributions: organization of the university and the emphasis on intellectual training
3.1 INDIVIDUALISTIC OR ITALIAN HUMANISM- Education for rich and full life
3.9 RATIONALISM
- Aim : To enable man to think for themselves
- Types: intellectual, social and aristocratic
- Agencies: schools, encyclopedia and fashionable salons
- Focus: All things reasonable
- Methods: critical analysis and application of reason
- Contributions: Creative thinking and reasoning (logic) and the use of the inductive
method in making generalizations
3.10 NATURALISM
- Proponent: Jean Jacques Rousseau (Man as he comes from nature is good but that
he becomes evil through contact with society.
- Aims: to preserve the natural goodness of man; to develop an individual in
accordance with the laws of human development
- Types: holistic education
- Agencies: family, tutor and public authority
- Focus: natural phenomena
- Methods: child centered, disciplined students
- Contributions: Three modern principles of teaching: 1. Principle of growth,
2. Principle of student activity, 3. Principle of individualization
WESTERN PHILOSOPHY
A. Classical philosophies
1. Naturalism’
Nature: considered the oldest, the philosophy that believes that nature is the aggregate of
Physical Objects
Naturalists: Thales, Anaximander, Anaximenes, Leucippus, Democritus, Epicurus, Lecretus,
Thomas Hobbes (1588 - 1679), and Herbert Spencer (1820 - 1903)
Critical Naturalism: Induction and Scientific Method
Deduction – minor place
Induction – major emphasis
Nature is the kind of order which possesses values. These values are desirable.
To realize the most value out of life, harmonize one’s life with nature.
Naturalistic Philosophy of Education
1.1. Education as a Social Institution
The school exists due to overlong infancy of man requiring sustained protection and
guidance. This extends to two decades.
“Loco parentis” principle – Teachers as surrogate parents.
Education is a natural necessity.
1.2. The pupils
Spencer regards the pupils from the physical side.
His first requirement is to be healthy and vigorous.
1.3. The Objective of Education
To Spencer, the general aim of education is complete living.
1.4. The educative Process
The process is governed by eight principles
Confirm to the natural processes
Should be pleasurable
Engage the self-activity of the child
Acquisition of Knowledge
For the Body and the Mind
Practices the Art of Delay
Should be inductive
Punishment be constituted by consequences of wrong deeds
Curriculum: Nature study, physical and behavioral sciences
Teacher: Guide
Method: Discovery and self-activity
2. Idealism
Nature: Idealism is the philosophy that believes the ultimate reality is spiritual or mental. It
believes in a unified reality with God as the perfect or the absolute or universal mind.
Idealist: Plato, Descartes, Spinoza, Leibniz, Kant, Bekerly and Hegel.
Idealist Philosophy of Education
The school exists due to spiritual necessity.
The school is a value-realizing institution.
The Nature of Pupil
The pupil is a self, a spiritual being, a personality whose foundation is God.
He is neither good nor bad; his becoming good or bad depends on his environment, his
education and free will.
Objectives of Education
For the individual: self-realization (attainment of superior life)
For society: Brotherhood (souls and essence of democracy)
The Educative Process
School is ideal-centered
The teacher is the key to the Educative process. (The teacher is model, specialist of
children, excellent technician, respectable, personal, friend, motivator, co-worker with
God. Etc.)
Imitation, interest, effort and discipline
Self-activity
Curriculum (Universe Division, Civilization, Division, Culture Division and Personality
Division)
Methods: Socratic Method (questioning; discussion, lecture and project)
3. Realism
Nature: Realism is a philosophy that believes that objects exist independent of the mind.
Realist: Aristotle (doctrine of particulars), St. Thomas Aquinas, John Amos Comenius,
Descartes, Spinoza, John Locke, Kant Johann Freidrich Herbert, William James, the
neorealists and the critical realists
Realist Philosophy of Education
- Comenius; Education is a formation; the school is the true forging place of man
- John Wild; Education is both a basic need a basic right of man
- Harry Broudy: Education is dependent on Government for support particularly formal
education.
- Redden and Ryan; State is only of the social institutions concerned with education. The
church is another so the State has no control or Education.
The pupil
- The pupil is an organism with a highly developed brain, superior to others.
- Four principles comprises the essence f the human self; appetitive, self-determination,
self-realization and self-integration. (Broudy)
Objectives of Education
- There is pluralism of objectives by various sectors and at various levels of formal
education.
- The attainment of the “good life”. The school’s task is to transcribe the good life.
The Educative Process
- The processes are transmission of information, conditioning if the pupil and use of
discipline to reinforce the processes.
- Curriculum: Problem-centered and habit formation
- Methods: Socratic Method, disputation, lecture, memorization, use of visuals and
problem-solving.
4. Pragmatism
Nature: Pragmatism is the Philosophy which believes that the essence of an idea comes
from the consequence3 of its test or practice; if it works, the idea is true or good, if it
doesn’t the idea is false or bad. It is called experimentalism (Pierce), practicalism
(James) and instrumentalism (Dewey).
Pragmatists; Heraclitus, Protagoras and Gorgias (Sophists), Francis Bacon, Auguste
Comte, Charles Pierce, William James and John Dewey.
Pragmatist Philosophy of Education
Education as a Social Institution
- Schools exist to supply the volume of learning each generation needs.
- Heritage of the past may function fruitfully in the present.
- Language is the means by which the heritage is communicated
The Pupil
- Distinct and concrete center of experience
- Unique individuals that interact actively with forces in the environment
Objectives of Education
More education; education is a continuous reconstruction of experience
Effective experiencing.
Social efficiency (many-sided effectiveness)
The Educative Process
Experimental Method is also the method of learning.
Learning begins in movement and activity.
Initial learning is marked out by an indeterminate situation leading to a problem.
Teacher; Group leader, consultant, facilitator
Methods: project, discussion, research, reference study in the library, laboratory work,
field trips and experimental method
Curriculum: Real-life situations, personal and social experiences of the learner and social
heritage.
B. Modern Philosophies
1. Existentialism
Nature: Existentialism is a European philosophy which believes that philosophy should
center on individual, his freedom of realizing his essence on the basis of his personal
decision or choice.
Existentialists: Soren Keirkegaard (father), Martin Heidegger, Jean Paul Sarte. Freiodrich
Nietzsche, Blaise Pascal, Martin Buber, Miguel de Unamuno and many others.
Existentialism and Education
Existentialism has not displayed any particular interest in education.
Implications on education would center on the pupil and teacher.
Education should fully consider the facticity (from particular parents and particular
circumstances).
The facticity of the pupil may also apply to the teacher.
Even the best also consider the tragic elements of life through these are farfetched from
the minds of the learners.
2. Language Analysis
Nature: language analysis is one of the two analytical philosophies. The other is logical
empiricism. The focus of language analysis precision or accuracy of language as it used in
communication
Language Analysts: Ludwig Wittgenstein (father), Bertrand Russel, G.E. Moore, A.J. Ayre,
Gilbert Ryle and W.V. Quine
Language Analysis and Philosophy of Education
Objectives of education are value statements couched in education terms cannot be
confirmed.
The same is true with metaphysics and epistemology of education as general theory of
education
Philosophy or education as a discipline and as a conceived traditionally is not possible.
Psychology, which has acquired the Discipline of Science, would have more relevance to
education because their findings can be verified.
Contributions
The teaching concepts should be done with reference to their specific contexts
Educational discourse should be done in specific terms with their meanings made clear.
Basic Principles:
Since human nature is constant, the nature of education remains constant too.
Since man’s distinctive characteristics in his ability to reason, education should concentrate on
developing the rational faculty.
The only type of adjustment to which education should lead is adjustment to the truth which is
universal and unchanging
Education is not a replica of life but preparation of it
Children should be taught certain basic subjects that would acquaint them with the world’s
permanencies, both spiritual and physical.
There permanencies are best studied in what they call the “Great Books”
Methods: Reading and Discussion of the “Great Books”
Criticism: Ascetic and Aristocratic
B. Progressivism
Basic Principles
Education should be active and related to the interests of the child.
Learning should take place through problems solving rather than absorption of subject matter.
Education as the intelligent reconstruction of experience is synonymous with civilized living.
The teacher’s role is not to direct but to advice.
The school should encourage cooperation rather than competition
Only democracy permits, rather encourages, the free interplay of ideas and personalities that is
a necessary condition of true growth.
Criticism: Progressivism is so child-centered and permissive at the expense of subject matter mastery.
C. Essentialism
Philosophical root; Compatible with a variety of Philosophical outlooks. Educators in idealism support it.
Philosopher often cited: Herman Home
Principal Proponents: William C. Bagley, Michael Demiashevich, Henry Morrison, Thomas Briggs, Isaac
Kandel and Ross Finney
Basic Essence: Essentialism is advocated to reexamine curricular matters, distinguishing the essentials
and the non-essentials in the school programs and to re-establish the authority of the teacher in the
classroom.
Basic Principles
Learning, of its very nature, involves hard work and often unwilling application
The initiative in education should lie with the teacher and not with the pupil.
The heart of the educational process is the absorption of prescribed subject matter.
The school should not abandon traditional methods of mental discipline.
D. Reconstructionism
Basic Principles
Education must become the chief means of enacting a program of clear and precise social action
Education must commit here and now creation of a new social order, which will fulfill the basic
values of our culture and at the same time, harmonize with the underlying social and economic
forces of the modern world.
The new society must be genuine democracy whose major institutions and resources are
controlled by the people themselves.
It is the teacher’s duty to convince his pupils of the validity and urgency of the reconstructionist
solution, but he must do with scrupulous regard for democratic progress.
The means and ends of education must be completely refashioned to meet the demands of the
present cultural crisis and to accord with findings of behavioral science.
Reconstructionism stresses the extent to which the child, the school and education itself are
shaped by social and cultural forces.
Sociology
The science of man and society
Study of patterns of human behavior
Study of groups and societies and how they affect the people
Society
An organized group of people that occupies territory, who interrelates and interacts with one
another, recruit its members by inter group sexual reproduction and has a shared
comprehensive culture, with common shared attitudes, sentiments, aspirations and goals
A group of organized individuals who think of themselves as a distinct group, who live together
sharing the same culture, who have some things in common, a set of loyalties and sentiments
Groups
A unit of interacting personalities with an interdependence of roles and status existing between
or among the members
A number of people who at a given time interrelate and interact with one another, with
common shared attitudes, aspirations and goals
Status
Refers to the position assigned by a person in a group or organization
Social stratification
Refers to the classification of group members according to certain criteria which may differ
according to the nature of the group; structured ranking of people in society that perpetuates
unequal economic rewards and power in society
Influenced by the economic status of an individual
Stratification is based on;
a. Income/Wealth
b. Power
c. Prestige
Social Inequality – describes a condition in which members of a society have different amounts of
wealth, prestige and power
Social mobility
Refers to the movement of individuals or groups from one position of a society’s stratification to
another
Types of Social Mobility:
a. Horizontal Mobility – movement of a person from one social position to another of the same
rank e.g. teacher in a barrio school is transferred to a school in a town.
b. Vertical Mobility – movement of a person from one social position to another of a different rank
e.g. a teacher who becomes a principal.
c. Intergenerational Mobility – involves changes in the social position of children relative to their
parents e.g. parents who are rich but their children become poor
d. Intragenerational Mobility – involves changes in a person’s social position within his/her adult
life e.g. a poor boy who struggle to become a successful doctor.
Social Process
Refers to the patterned and recurrent form of social interaction which may come in the form of
competition, conflict, cooperation, accommodation, assimilation or acculturation
Socialization
A process of adapting or conforming to the common needs and interest of a social group or of
entering the human groups, of being included into the secrets of society
A process whereby people learn the attitudes, values and actions appropriate to internalizes the
norms and standards of the other member among whom s/he lives
Agents of Socialization:
a. Family – smallest social institution whose members are united by blood, marriage or adoption,
constituting a household and carrying a common culture whose functions include transmission
of culture and providing opportunities for growth and development
b. School/Education – established by society for the basic enculturation of the group and an
agency which makes student learn how to value oneself and eventually other. It is also an
agency organized by society for the basic function of teaching and learning.
c. Church, government, mass media, workplace, economy, non-government agencies and other
institutions wherein an individual is a part of.
Anthropology
Derived from the Greek word anthrope, which means man, and logos which means science. Science that
studies the origin and development of man, his work and achievements which includes the study of
physical, intellectual, moral, social and cultural development of man, including his customs, norms,
folkways and beliefs
Culture
The shared products of human learning, the set of learned behaviors, beliefs, attitudes, values
and ideals that are characteristics of a particular society or population
The complex whole which includes knowledge, beliefs, arts, laws, morals, customs and other
capabilities and habits acquired by man as a member of society
A fabric of ideas, beliefs, skills, tools, aesthetic object, methods of thinking, customs and
institutions into which each member of society is born.
Characteristics of Culture:
CULTURE is
Transferable
Continuous
Symbolic
Dynamic
Shared
Adaptive
Learned
Universal
Borrowed
Elements of Culture
Language – an abstract system of word meanings and symbols for all aspects of culture; the
foundation of culture; verbal and nonverbal
Norms – are established standards of behavior maintained by a society; it must be shared and
understood
Sanctions – penalties or rewards for conduct concerning social norms e.g. (positive sanctions)
pay, promotion, medals, word of gratitude or (negative) fines, imprisonment, threats, stares,
ostracism
Values – are collective conceptions of what is considered good, desirable and proper or bad,
undesirable and improper in a particular culture; values are use to evaluate the behavior of
others
Change
An enduring force in history, is inevitable as this takes place from time to time
The adjustment of persons or group to achieve relative harmony
Is persuasive and is taking place in culture, society and personality
Forms of Change
a. Cultural change – refers to all alteration affecting new trait or trait complexes to change the
culture’s content and structures
b. Technological change – revision that occur in man’s application of his technical knowledge
and skills and he adopts himself to environment
c. Social change – refers to the variation or modification in the patterns of social organization,
of such groups within a society or of the entire society
Sociology of Education
Provides a study of the regular patterns of relationships between society and the educational
processes and the explanation for such relationships which contributes to the analysis and
eventual solution to problems confronting the educational system.
Roles of the school:
The school as an agent of socialization
Children learn how to get along with other students in the school
Social ethics is easier to teach in school than in any other places
The curriculum of the schools are directed to social development of students
The activities in the schools make students aware of their responsibilities to the state and their
fellowmen
The student government trains the students to become good leaders and followers
The school prepares the individual to become worthy members of the society.
The school as an agent of cultural transmission
The classroom is one of the best venues for transmitting culture, whether individually or groups.
Culture can be transferred through:
a. Enculturation
- The process of handling down of culture from one generation to the succeeding ones
- The passing on of group’s custom beliefs and traditions to the next generation
b. Acculturation
- The process of passing culture from one who knows to somebody who does not know
- The passing of customs, beliefs and tradition through interaction/reading/inter
marriages, etc.
Values and attitudes formation are easily handed down to the new generation through well
prepared lessons provided by the teachers
Culture can be transmitted by the use of strategies and techniques used in teaching such as field
trips, experiential learning, experimentation and laboratory and integrated, group dynamics,
cooperative learning, peer learning, role playing and socio drama.
Knowledge about the latest development in science and technology, and about the nations and
people of the world can be acquired through well planned learning activities
The school as an agent of cultural change
The state implemented changes through the schools
Cultural changes such as when an individual or a group adopts the culture of others, practice
them and becomes habitual are best discussed in the school
Schools can work out some programs of social and cultural changes only in cooperation with or
with the assistance of government, the business sector, the church and the family
The school as agent of modernization
Educational systems are future oriented thus; they aim of developing and using curricula that
suit the present as well as the future needs of the students
All the changes are mostly attempts to modernization are being discussed in the school
The elements of cultural change which lead to modernization are:
Development of oral and written communication and other modern means of
communication
Improvement of science and technology in all fields
Shifts in economic principles
Evolutio9n of religious thought and political ideologies
Alteration in the forms and rules of social interaction
Technological changes in the Philippines
Introduction of new methods of learning
Additional of vocational education and practical arts to the curriculum
Addition of computer education to the curriculum
Inclusion of information technology for factory production
Addition of science and technology to train the Filipino to control and manipulate
environment
Social changes in the Philippines:
Revival of nationalism themes in literature, music and arts etc.
Educational programs that can be used to assume social and cultural changes:
The education program must emphasize not only intellectual training
Education must be based on the motive to social service
The school is expected to develop intellectual thinking citizens
The emphasis is upon the teaching of controversial issues
The students should be given extensive first hand experiences and direct observation and
participation in all activities
Extracurricular activities offer such opportunities in the total educational program
Require all the teachers to have a broad background of social information
The free public school system should not give education to the children and youth only but
should also be extended to include the general education of adults and out of school youth
Features of society that challenges the schools:
The complexity of society
Modern mass society in participant society
Enculturation, acculturation and perpetuation of cultures becoming difficult
Increasing number of working mothers
Other functions of the schools:
Serves as a multi-purpose institution
Provides training of the mind
Teaches the basics
Develops problem solving and critical thinking
Serves an agent of social change
Promotes social integration
Promotes enculturation and cultural perception
Accelerates adjustment of society
Anthropological-Sociological Implications to Education:
Since the school is an important social institution the Commission on Higher Education (CHED)
and the Department of Education (DepEd) should examine very closely the curricular program of
all learning institutions.
The government should give more incentives to the teachers not only in terms of salaries but
also other fringe benefits
The school must be made attractive to both teachers and students
The school and community should work together very closely to produce the kind of graduates
the community needs
A survey of the community should be conducted more often by the schools, to produce the
needed man power that matches the demands and needs of the community
There must be a clear support system existing between the school and community
The school should involve parents in the schools projects, and if possible, should do best in
enculturation and socialization processes
Since the teachers play a key role in the society, all Teachers Training Institution (TEIs) should be
strict with their policies on admission; selection and retention of would be teachers.
Social Concepts:
1. Values
Generally considered as something – a principle, quality, act or entity – that is intrinsically desirable,
which are in a sense contagious, that fact that the value system of a people creates a certain
national character
2. Value System
2.1. A system of established values, norms, or goals existing and shared in a society or group
2.2. May include such primary values
Individual freedom based on facts of human diversity and genetic uniqueness
Charity and compassion based on the psychiatrically ascertained fact that love is as self to
develop self-concept and potentials for growth and the valuing of others which includes
trust as a requirement for good citizenship
3. Value Clarification/ Value Building
Involves having a clear set of values and realizing the values a person holds depend on such factors
as environment, education and personality
4. Value Ranking
A conscious, deliberate process by which a mature person arrives at a fairly well-articulated,
thoughtful ranking of his chosen value; here, interrelationship of values is explored within any given
individual
5. Value conflict
Conflict and polarization occur when somebody imposes a value ranking on someone else. The
highest possibility then of polarity in a group is when two groups of people have opposite value
rankings
6. Justice
6.1. The habit or readiness to give others what is due to them; the constant and perpetual
disposition of society to render everyman his due
6.2. The administration of justice is the determination and enforcement of the rights of persons
according to law or equity
6.3. Law stresses the strict rendition of what is due
6.4. Equity emphasizes fairness
6.5. Justice includes rendering to everyman that exact measures of his due without regard to his
personal worth or merit
6.6. Justice governs the distribution of rewards and punishments as deserved by an individual;
justice does not consider all men as equally deserving or equally blameworthy, but
discriminates between them to obtain a just proportion and comparison
7. Freedom, Rights and Responsibility
7.1 Freedom is not absolute; it is not doing something without restrictions or reservations or
interference and influence of others of some sort. There are certain restrictions or
constraints to being free such laws, norms, customs, or tradition or even ignorance, lack of
awareness, disabilities, fears, anxieties and past experiences
7.1 The whole moral life revolves around the use of freedom: good use guarantees man the
affirmation of his better self and the achievements of the purpose of life; abuse of
freedom is the origin of man’s guilty conduct
7.1 Right means what is just, reasonable, equitable, what ought to be, what is justifiable,
something that is owed or due to others: in broader sense, right means straight,
something that is unbent, in contrast to wrong, which means crooked or distorted; hence,
in ethics, right actions square with the standards of morality; also means an immunity or
privilege protected or enforced by law
Rights and responsibility come in pairs. If one wants more rights and freedom, s/he shall
also have to accept more responsibility. Thus, the precept “to whom much is given, much
is required” Conversely, one cannot exercise responsibility effectively if s/he is not given
freedom to do the job
A right is abused when it interferes with the rights of others
All individual rights and freedoms should be conceived in the light of social order and
justice
The reciprocation or rights and duties is the true foundation of social order
Duties – refer to those that are under justice to another individual or collective person
and to God. If moral obligation embraces one’s responsibilities toward himself, duties
are properly directed to others.
Authority – refers to the right given to give commands, enforce laws, take action, make
decisions, and exact obedience, determine or judge
Accountability – means to be answerable for; emphasizes liability for something of
value either contractually or because of one’s position of authority
Responsibility – refers to trustworthy performance of fixed duties and consequent
awareness of the penalty for failure to do so; is based on good judgment and relates to
the obligation and commitment
8. Sense of Nationhood
May be equated with love of country, it, may be synonymous with “Filipinism” which is a
concept of a Filipino community
The sum of worthwhile values essential to the development of a sense of oneness and
identity of interests with the community and a desire to contribute to common life and
national well being
9. Nationalism
A strong feeling of loyalty to the State and pride in their nationality, therefore education
should be used as a prime means to develop nationalism
Aims to achiVeve freedom from political oppressors to achieve political self-determination
Central to nationalism is the conception of sovereignty, entirely independent from any legal
or moral authority beyond its own borders
It is a moral virtue: an aspect of justice and embraces the duties of man towards his
countrymen because he shares with them the same homeland, the same government, and
common interest
10. Ethics/Moral law
Ethics is based on one’s station in life: to each station corresponds a certain behavior according
to which a person must live.
Prepared by:
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