FSE FINALS

DEFINITION AND NATURE OF PHILOSOPHY

 Francis Njoku (2012):
o Philosophy is a rational explanation of all things.
o Involves principles of being, ultimate reality, and critical inquiry
into questions like:
 Who am I?
 Why do I exist?
o Philosophy engages with reality and critically analyzes beliefs
and knowledge derived from human actions.
PHILOSOPHY AS A CRITICAL ACTIVITY
 Charles Taylor (1984):
o Philosophy involves re-describing human thoughts, beliefs, and
actions.
o Clarifies reasons, explores alternatives, and justifies decisions.
PHILOSOPHY'S SUBJECTIVITY AND DIVERSITY
 Egbeke Aja (1996):
o Philosophy is likened to a "chameleon" as it adapts to various
perspectives.
o Reflects individual cultural and traditional viewpoints.
SOURCES OF PHILOSOPHY
1. Subjective Dimension:
o Arises from human experiences such as emotions, existential
questions, and marvel at life’s complexities.
2. Objective Dimension:
o Draws from the natural world, including observations of the
universe, time, and orderliness (e.g., stars, seasons).
PHILOSOPHY OF SOCIAL SCIENCE
Human Nature and Society
 Humans are inherently social, making society a core focus of
philosophical inquiry.
 Philosophers have studied the characteristics of society since antiquity,
influencing disciplines such as:
o Anthropology
o Sociology
o Economics
o Psychology
Emergence of the Philosophy of Social Science
 Developed alongside empirical disciplines in the 19th century.
 Seeks to address philosophical questions through empirical study of
human society.
Core Themes in the Philosophy of Social Science
1. Normativity:
o Investigates values, ethics, and norms in social science.
o Key Question: Can social science be objective?
2. Naturalism:
o Explores the relationship between social sciences and natural
sciences.
o Key Question: Should social sciences adopt the methods of
natural sciences?
3. Reductionism:
o Examines the link between social structures and individuals.
o Key Question: Do social structures (e.g., churches) have powers
beyond individual actions?
Interdisciplinary Nature
 Bridges philosophy and empirical social sciences.
  Reflection on these themes enhances both theoretical and
methodological advancements.

PHILOSOPHY IN THE SOCIAL SCIENCES

Mutual Influence Between Philosophy and Social Sciences
 Philosophical awareness sharpens social scientific inquiry.
 Contemporary social sciences help solve traditional philosophical
problems, just as early philosophers drew from social theories.
Broad Understanding of Social Science
 Defined as systematic empirical investigation into human activities,
particularly within social groups.
 Methods include:
o Interviews
o Participant observation
o Analysis beyond strict causal laws
Interdisciplinary Scope
 Encompasses disciplines like anthropology, sociology, economics,
political science, psychology, history, medicine, and public health.
Inclusive Approach to Social Science
 Social science theories and methods span diverse systematic inquiries.
 Philosophy engages with all disciplines to understand human behavior
and society.

CONCLUSION
 Philosophy critically examines human thought and action, bringing
every discourse into analysis.
 The philosophy of social sciences studies the principles, methods, and
teachings of social sciences.

SOCIAL STUDIES OVERVIEW

Objectives of Social Studies
 1. Development of Responsible Citizens:
o Prepares students for informed decision-making and active
citizenship.
2. Integration of Core Knowledge and Skills:
o Covers civics, economics, geography, and history.
3. Building a Democratic Foundation:
o Focuses on civic engagement and democratic values.
Teaching Social Studies Across Levels
1. Elementary Level:
o Introduces local environments and communities.
o Emphasizes critical thinking and digital citizenship.
o Activities:
 Study of family history and local structures (e.g., jeepneys,
palengke, Pasig River).
2. Secondary Level:
o Explores history, geography, and economics in depth.
o Tracks migration stories and pre-colonial life in the Philippines.
3. Tertiary Level:
o Focuses on analytical and critical thinking skills.
o Prepares students for careers and multicultural workplaces.
Social Studies in the 21st Century
1. Student-Centered Learning:
o Tailors’ instruction based on prior knowledge.
2. Inclusive and Collaborative Education:
o Promotes equality and dialogue.
3. Real-World Application:
o Links lessons to societal issues and daily life.
Qualities of Effective Social Studies Instruction
1. Meaningful: Connects learning to real-world contexts.
 2. Integrative: Links social studies to other disciplines.
3. Value-Based: Encourages discussions on democratic values.
4. Challenging: Promotes critical inquiry and problem-solving.
5. Active: Uses hands-on and interactive methods.

K-12 Social Studies Goals

1. Develop knowledgeable and responsible citizens.
2. Promote higher-order thinking and cultural awareness.
3. Prepare students for lifelong learning and democratic participation.

Key Concepts and Definitions

The Nature and Definition of Concepts and Generalizations:
 Concepts:
o Defined by Culbert (1967) as an abstraction or general idea
represented by a word, symbol, or gesture.
o Includes characteristics common to a group while excluding
others. E.g., "dog" includes all breeds of dogs but excludes cats
and horses.
o Abstract in nature: Represents a mental image or idea that
assists in classifying experiences.
o Syracuse University Social Studies Curriculum Center further
defines a concept as:
1. An individual's way of interpreting experiences.
2. A mental image aiding classification.
3. An abstraction representing a group with shared qualities.
4. A synthesis of experiences and conclusions.
5. Represented by a verbal symbol evoking meaning.
 Generalizations:
o Understanding relationships between or among concepts
(Culbert, 1967).
 o Higher-level abstractions derived from reasoning or inferences.
o Often expressed as declarative statements that link concepts,
such as "Poverty is one of the most persistent problems of the
Philippines."
o Generalizations can take various forms, including:
 Hypotheses, rules, and predictions.
 Statements of relationships or trends.
Importance of Concepts and Generalizations:
 Reduce complexity of the environment to manageable levels.
 Help classify and organize events, objects, and ideas.
 Facilitate problem-solving and understanding.
 Aid in making sense of new occurrences by fitting them into a concept
"filing system."
 Serve as tools for deeper learning and application in real-world
contexts.

Concepts of Growth and Development

Growth:
 Refers to quantitative increases in size, value, or quantity.
o E.g., “There was rapid growth in the economy of the country.”
 Examples include physical growth, economic growth, or an increase in
resources (e.g., hospitals, agricultural produce).
Development:
 Broader concept encompassing qualitative improvements in social,
economic, political, or human aspects.
 Refers to:
o Going from simple to complex states.
o Gradual transformations leading to empowerment and improved
living conditions.
o E.g., “Development areas encourage new industries to provide
employment.”
Relationship Between Growth and Development:
 Growth is a stage of development, focusing on quantitative
expansion.
 Development is a qualitative change, emphasizing improvement and
sustainability.
o Example: Two countries with similar GDPs may differ significantly
in education, healthcare access, and quality of life.
 Lawal (2003) highlights that development includes economic growth
plus changes leading to an improved quality of life.
 Shanker (1996) adds that development promotes sustainability and
potential realization at national and international levels.

Key Social Concepts in Social Studies

Self-Reliance:
 Refers to individuals’ ability to manage their lives independently and
solve problems without undue dependence on external help.
 Ways to achieve self-reliance:
1. Developing skills and competencies.
2. Promoting critical and independent thinking.
3. Encouraging resilience and adaptability.
Peace and Conflict Resolution:
 Peace: A state of harmony and absence of conflict.
 Conflict: Disagreement or opposition due to differences in interests,
values, or resources.
 Steps to resolve conflict in society:
1. Open communication to understand differing perspectives.
2. Promoting negotiation and compromise.
3. Encouraging mediation by neutral parties.
4. Educating individuals on tolerance and empathy.
Social Problems:
  Issues affecting society, often stemming from economic, political, or
cultural factors.
 Examples: Poverty, unemployment, inequality, corruption.
 Causes:
o Structural inequalities.
o Economic mismanagement.
o Social and cultural norms.
 Solutions:
1. Implementing policies that address root causes.
2. Educating the public about social issues.
3. Encouraging civic engagement and community initiatives.

Importance of Social Studies in Education

Goals:
1. Develop informed and responsible citizens.
2. Foster critical thinking and decision-making.
3. Build understanding of societal structures and interdependencies.
Levels of Teaching Social Studies:
1. Elementary:
o Focuses on local communities and environments.
o Introduces critical thinking and value-based learning.
2. Secondary:
o Explores deeper historical, geographical, and economic topics.
o Develops analytical thinking about societal issues.
3. Tertiary:
o Prepares students for professional roles and multicultural
workplaces.
o Emphasizes research and critical inquiry.
Effective Social Studies Instruction
Qualities:
1. Meaningful: Connects learning to real-world contexts.
2. Integrative: Links to other disciplines.
3. Value-Based: Encourages ethical discussions.
4. Challenging: Promotes critical inquiry and problem-solving.
5. Active: Engages students in hands-on activities and inquiry.

21st Century Social Studies

1. Student-Centered Learning:
o Tailors’ instruction based on students’ prior knowledge and
experiences.
2. Inclusive Education:
o Promotes equality and dialogue among diverse groups.
3. Real-World Application:
o Links lessons to current societal issues and challenges.
Concept of Self-Reliance
Definition and Meaning:
1. Self-Reliance involves taking responsibility for one’s own needs—
physical, emotional, spiritual, social, and economic.
2. Merriam-Webster: A feeling of trust in one’s own efforts and abilities.
3. Lawal (2003): It is the acknowledgment that individuals are
responsible for their own lives and must rely on their efforts to achieve
goals.
Key Characteristics:
 Ability and courage to act independently.
 Acceptance of full responsibility for one's life.
Dorothy Ainsworth's Perspective:
 Describes self-reliance as a mindset requiring conscious effort to
replace dependence (“I need help”) with independence (“I can do it”).
Balance Between Independence and Collaboration:
 Self-reliance does not imply complete isolation from others.
 Seeking help is not inherently negative but complements one’s
capabilities.
Importance:
 Prepares individuals to endure adversity without dependence.
 Promotes readiness to serve and support others effectively.
Ways to Promote Self-Reliance:
1. Education and Literacy: Knowledge empowers independence.
2. Wise Resource Management: Financial and material resource
control.
3. Spiritual Strength: A strong moral foundation.
4. Preparedness: Anticipating emergencies and eventualities.
5. Physical, Emotional, and Social Well-being: Maintaining health
and relationships.
6. Katherine Hurst’s Tips:
o Accept responsibility.
o Make decisions independently.
o Develop practical skills.
o Care for your body.
o Manage emotions effectively.
o Avoid unhealthy comparisons.

Concepts of Peace and Conflict Resolution

Peace:
1. Definitions:
o St. Augustine: “Tranquility of order.”
o Onah: “Total well-being, fullness of life, and a precondition for
progress.”
 2. Characteristics:
o Related to harmony, order, and equilibrium.
o Essential for individual and national progress.
Conflict:
1. Definition:
o A confrontation over scarce resources.
o Involves opposing behaviors, interests, or goals.
o Johan Galtung’s Model:
 Direct violence ends by changing behaviors.
 Structural violence ends by addressing systemic injustices.
 Cultural violence ends by altering attitudes.
2. Conditions for Conflict:
o Two or more distinct parties.
o Competition for the same resources.
o A goal to neutralize, injure, or dominate the opposing party.
o Interaction as a means of achieving unity or dominance.
Conflict Resolution:
1. Definition:
o A process of addressing and resolving discord through analysis
and strategic solutions.
2. Approaches:
o Melioristic: Rational problem-solving and persuasion.
o Adversary: Institutionalized means to reconcile differences,
viewing conflict as necessary and constructive.
3. Examples:
o Armed conflicts in the Philippines (e.g., Bangsamoro struggle).
o Barangay-level dispute settlements.

Concept of Social Problems

Definition:
1. A condition viewed by a significant portion of the community as
undesirable and needing collective action.
2. Horton and Gerald (1978): A condition affecting many people in
undesirable ways, potentially solvable through collective efforts.
Key Characteristics:
1. Subjective Nature:
o Social problems are defined by community values and standards.
o What is problematic in one society may not be in another.
2. Conditions for Recognition:
o Public perception as a problem.
o Gap between societal ideals and reality.
o Significant public concern.
o Potential for collective solutions.
Examples of Social Problems in the Philippines:
1. Poverty
2. Corruption
3. Violence (domestic, communal, and national)
4. Prostitution
5. Teenage pregnancy
6. Drug abuse
7. Human trafficking
8. Illiteracy
Causes of Social Problems:
1. Ignorance: Lack of awareness or apathy.
2. Greed and Selfishness: Overreaching desires lead to inequality and
corruption.
3. Poor Planning: Leads to urban decay and crime.
4. Lack of Education: Results in uninformed and unprepared individuals.
 5. Uneven Development: Neglected regions foster dissatisfaction and
conflict.
6. Poverty: Creates a breeding ground for various social vices.
7. Abuse of Power: Leads to oppression and societal instability.
Role of Media and Ideology:
1. Media highlights and shapes perceptions of social problems.
2. Ideologies influence definitions and responses to issues.

Definition of Research
Research is a systematic process of inquiry aimed at solving a specific
problem or issue. It involves the collection, analysis, and interpretation of
data to develop dependable solutions. Research can be defined as:
 Black and Champion: "Scientific research consists of obtaining
information through empirical observation used for the systematic
development of logically related propositions, attempting to establish
causal relations among variables."
 Emory: "Any organized inquiry designed to provide information for
solving a problem."
 Kerlinger: "A systematic, controlled, empirical, and critical
investigation of hypothetical relations among natural phenomena."
 Redman & Morry: "A systematic effort to gain new knowledge."
Research is essential for advancing knowledge, solving conflicts, and
promoting progress by helping individuals relate more effectively to their
environment.

Social Science Research

Social Science Research is a systematic process that explores human life and
social behavior, with the goal of extending, correcting, or verifying
knowledge about human actions, social systems, and relationships. It uses
the scientific method to analyze and understand societal phenomena, aiming
to clarify ambiguities, challenge misconceptions, and find explanations for
unexplained issues.
Objectives of Social Science Research
 1. Understanding Human Behavior: To explore the complexities of
human actions and motivations.
2. Acquiring Knowledge about Social Phenomena: To study events,
issues, problems, and trends in society.
3. Identifying Relationships in Social Phenomena: To understand
how different social factors influence each other.
4. Formulating Solutions to Social Problems: To provide insights and
strategies for addressing social issues.
5. Maintaining Social Organization: To reduce social tension and
eliminate misconceptions that affect societal harmony.
Characteristics of Social Science Research
1. Problem-Oriented: Aims to discover cause-and-effect relationships
between social issues.
2. Empirical: Based on observable experience or evidence.
3. Accurate: Requires careful observation and description, often using
both qualitative and quantitative methods.
4. Data Gathering: Can involve primary data collection or secondary
data for new purposes.
5. Rigorous Procedures: Often follows well-defined, systematic
methods, ensuring reliability and validity in research.
6. Expertise Required: Researchers must be knowledgeable about
previous work and methods.
7. Objectivity: Strives for logical consistency and rigorous testing of
procedures and conclusions.
8. Interdisciplinary: Social science research integrates concepts from
various disciplines to enrich understanding.
Scope of Social Science Research
 Understanding Society: Provides new insights into societal
structures and functions.
 Scientific Explanations: Advances the understanding of social
phenomena through tested theories and methodologies.
 Theory Testing and Revision: Challenges and revises existing
theories with new evidence.
  Contributions to Knowledge: Adds to the foundational
understanding of social systems and behaviors, helping to control or
resolve societal problems.

Types of Social Research

1. Basic Research (Fundamental Research):
o Primarily aims to expand general knowledge.
o Focuses on understanding social problems without immediate
practical application.
o Its purpose is to enhance theoretical understanding and provide
insights for future applied research.
2. Applied Research (Action or Decisional Research):
o Focuses on practical, real-world problems and aims to provide
solutions.
o Results are immediately applicable to societal challenges or
policies.
o Involves addressing specific social issues by applying theoretical
knowledge.

Methods of Social Science Research

1. Case Studies:
o In-depth analysis of a single individual, group, or situation.
o Used to examine trends, themes, and causal relationships.
o Often involves qualitative data such as interviews and
observations.
o Example: Analyzing the long-term effects of radiation exposure
on human behavior.
2. Focus Groups:
o Group discussions aimed at gathering qualitative data on a
specific topic.
o Participants' feelings, opinions, and reactions are analyzed to
draw conclusions.
 o Provides insights into societal perceptions and attitudes.
o Example: A discussion about public opinions on climate change.
3. Structured Interviews:
o Involves asking participants a series of predefined questions.
o Data collected is qualitative, focusing on the depth and detail of
the answers.
o Useful for exploring perceptions, experiences, and opinions.
o Example: Interviewing workers about job satisfaction.
4. Longitudinal Studies:
o Follows the same individuals over a long period of time to
observe changes.
o Often used to study the impact of early life experiences on long-
term outcomes.
o Example: Tracking academic performance and social outcomes
of students over 10 years.
5. Surveys and Questionnaires:
o Quantitative method that involves asking many participants the
same set of questions.
o Data is analyzed statistically to determine trends, relationships,
and patterns.
o Commonly used in social science research to gather data on
attitudes, opinions, and behaviors.
o Example: A survey on public attitudes toward government
policies.
6. Correlation Studies:
o Quantitative research aimed at identifying statistical
relationships between two variables.
o Helps in establishing whether and how variables influence each
other.
o Example: Analyzing the correlation between education level and
income.