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harold siapo ED 203 FOUNDATIONS OF EDUCATION

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Questions for
Reflection:
Who controls the schools?
Who makes policies that
govern schools?
Who determines the ethical,
social, and economic goals of
education?
Who establishes the
curriculum?
 What is Critical
Theory?
It is one of the more recently
developed theories to appear
(Gutek).
It is a theory that stresses the
importance of critique in
ideology and situating analysis
of a topic like education within
the dominant social relations and
 What is Critical
Theory?
It borrowed themes such as
conflict from Marxism.
It sought to raise the
consciousness of disempowered
and dispossessed people.

GUTE
Critical Theory
focuses onCRITIQU
It examines the
E
issue of who
what class
controls
educational
institutions and
processes and
establishes GUTE
Critical Theory
focuses onREFORM
We must work
against cultural
agents that
reproduce the
status quo
(social, political,
and economic)
GUTE
Proponents of Critical
Theory ANTONIO
GRAMSCI
-born on January 22, 1891
in Italy
-Most important Marxist of
the 20th century
-known for his concept of
cultural hegemony-
maintaining the state of
capitalist country.
-He was clear that the
Proponents of Critical
Theory JURGEN
HABERMAS
-Born outside Dsseldorf in
1929, Habermas came of age in
postwar Germany
-Habermas embraced the
critical theory of the Frankfurt
School.
-Habermas' primary contribution
to philosophy is his
development of a theory of
rationality.
-In 1981 Habermas
Proponents of Critical
Theory HERBERT
MARCUSE
-born on July 19, 1898 in
Germany
-Marcuse co-founded the
Frankfurt Institute for Social
Research with Theodore
Adorno and Max Horkheimer.
Proponents of Critical
Theory MAX
HORKHEIMER
-Max Horkheimer (18951973)
was a leader of the so-called
Frankfurt
School
n 1916, his manufacturing
career ended and he was
drafted intoWorld War.After
World War I, he enrolled Munich
University, where he
studiedphilosophy
andpsychology. After university,
Proponents of Critical
Theory
IVAN ILLICH
-Ivan Illich was born in
Vienna.
- Illich's concerns around
the negative impact of
schooling hit a chord -
and he was much in
demand as a speaker.
Proponents of Critical
Theory THEODOR
ADORNO
-was one of the most important
philosophers and social critics in
Germany after World War II

-The scope of Adorno's influence

stems from the interdisciplinary
character of his research and of the
Frankfurt School to which he
belonged.

-It also stems from the thoroughness

with which he examined Western
philosophical traditions, especially
Proponents of Critical
Theory PAULO FREIRE
 Critical Theory is based
on
Tends to reject the
universalizing
concepts found in
Idealist and Realist
metaphysics.
Seek to
spark
public
debate over
education
GUTE
 Critical Theory vs.
Pragmatism
1. The primacy of
scientific method
as the basis of the
Complete Act of
Thought.

GUTE
 Critical Theory vs.
Pragmatism
2. The impulse to
create larger and
more inclusive
shared
communities
through
consens
us-
building
strategi
GUTE
Critical Theory against
all YOURE
odds
NEITHER
CRITICAL NOR
THEORETICAL!!!

GUTE
Educational Implications
First stage:
Critical Theory is constructed by its
positive utopianism: a vision of better
reality, which overcomes the present
oppressive reality. This transformation of
utopia becomes the arena of todays
praxis (Horkheimer, 1985)
Its aim is to building a new world
(Horkheimer, 1985)
 Educational Implications
Second Stage:
The second stage can be described as
philosophical pessimism.
He explicitly dissociate himself from the Marxian
tradition.
He dissociate himself from the tradition which
believed in the possibility of the good society,
wherein not only social relations but also thought
itself could be elevated.
He abandons the revolutionary project.
As long as there is room for liberty, collective
violence will continue to rule.
Educational Implications
His pessimism is not a preview for
escapism, it is a new setting for the
realization of the principle of hope and
for the struggle over potential counter-
education.
Horkheimers later Critical Theory
abandons optimism but it is
unconditionally Utopian.
negative theology
Critical Theory Schools

Frankfurt School
New Frankfurt

School
Horkheimer Builds a School
The Frankfurt School was a tight network of
independent radical philosophers, economists, and
sociologists associated with the German Institute
for Social Research- essentially a Marxist think
tank bankrolled by the radical son of German
millionaire grain merchant (McLaughlin, 1999)
The institute was founded in the early 1920s with
the purpose of promoting the development of
radical intellectual ideas not controlled by
traditional Marxist and social democratic parties or
academic disciplines.
Horkheimer Builds a School
The Frankfurt School provides rich material for
the sociology of knowledge as an example of
how a marginal school of thought gained
widespread influence and crosses the
boundaries between disciplines, social
movements, psychoanalysis, Marxism, and
national traditions.
The Frankfurt School thinkers produced
innovative blend of radical philosophy and
social science.
Horkheimer Builds a School

Fromm brought psychoanalysis into the

institute, helping create the distinctive
mixture of Marx and freud that gave
Herbart Marcuse and Frankfurt School
notoriety as part of the New Left era
academic radicalism.
Fromm was replaced by Herbert Marcuse,
Theodore Adorno, Walter Benjamin
New Frankfurt School
Critical Theory in Habermans words is a
theory of society conceived with a practical
intentions (Shijun, 2006)
It is a development of the theoretical tradition
of historical materialism, and historical
materialism contains in itself the relation
between theory and practice in two senses.
Studies the historical condition outside the
theory
Studies the action situation in which the
theory can possibly interfere.
New Frankfurt School
Unlike science, it does not hold an
objectivist attitude towards its objects
Unlike philosophy, it does not regard its
own origin as something transcendent,
or something with ontological
superiority.
Habermas insists to make distinctions
between practice and techne
New Frankfurt School
Habermas new understanding of theory and
practice argues that:
a) any type of knowledge is inherently related to
practice.
b) he defines critical theory as theory of society
conceived with a practical intention (Shijun, 2006)
c) critical theory is significantly different both from
classical Marxism and the first generation of
Frankfurt School not only in terms of a theorys
normative basis, but also in terms of a theorys
practical effect.
Implications for Phil.
Education
There is a striking difference in value
systems of the educational institution,
depending on the sector/group that
governs it.
Learning and activities that facilitate
learning will be more authentic. The
teachers are expected to be judicious in
formulating activities that tailor-fit the
interests and the context of their
students.
Implications for Phil.
Education
The teaching of the nations history, language,
and system of government will be more
deliberate. The subject matter will go beyond
the facts, and will require the students to
practice critical thinking. The concept of
pantayong pananaw that explores the
Philippine identity is also worth applying in the
teaching of history and language.
Teachers are expected to be empowering and to
be facilitators of change for their students.
Partnerships between schools and
private/multi-sectoral organizations or local
communities are established. This is especially
seen in the Alay Kapwa and NSTP programs
implemented by other schools.
Insights
TRANSFORMATIVE EDUCATION is the
focal point of critical theory and will be
most applicable in our countrys
context.
Our schools have not fallen short in
presenting the situation of our country;
however, the next step we must take is
to empower our students to put
everything they have learned to action.
Lets have an activity!
We will distribute sheets of short bond paper
for your use.
Activity: The Profile of a
Transformative Educator
Sheets of short bond paper will be distributed.
In the same sheet of paper, a drawing of a
human is shown. This will represent each
member of the class. The drawing magnifies
some body parts, particularly the head, heart,
and the hands.
For these parts, you will be asked to write your
own version of qualities that a transformative
educator must possess. Limit your
qualities/expectations to FIVE for each body
part.
There are no right or wrong answers.
Think, pair, share
Turn to your seatmate and together, discuss
your answers for this activity.