Republic of the Philippines

Commission on Higher Education

OAS COMMUNITY COLLEGE
Calzada, Oas, Albay

Subject Code: Prof Ed. 5 ( The Teacher and Community, School Culture and Org Leadership
Course and Year: BSED IIC and D

MODULE No. 1.
Date: January 30, 2025
Write your answer in yellow pad paper
MODULE
DESCRIPTION
CONTENT
Lesson 1 SOCIAL DIMENSION OF EDUCATION
Lesson Title Society and Education
Lesson Learning Outcomes:
Objectives
At the end of lesson , pre-service teachers should be able to:

a. Describe the manifestations of various educational

philosophies and applications of sociological theories in
practical classroom situations in response to community
contexts; and
b. Explain the importance of different philosophies and
sociological theories to education and how they change the
education landscape in response to the needs of the society
and the community.
Opener
Pre-test

1. Which is NOT TRUE of social reconstructionists?

a. Use of problem-solving
b. Study of the Great Books
c. School as an agent of change
d. Introduce a new society

2. Which teaching practice goes with the “banking system” of education

which was contrary to Paulo Freire’s educational thought?
a. Rote memorization
b. Project-based learning
c. Problem-based learning
d. Community of inquiry

3. For which teaching will social reconstructionists be?

a. Stress on isolationism
b. Inequality and inequity as normal for an international society
c. Building of an interdependent world that is international in scope
d. Narrow concept of nationalism

4. Why is Spencer’s educational thought described as a utilitarian?

a. He emphasized vocational and professional education based on scientific
and practical.
b. He stressed on general educational goals associated with humanistic and
classical education.
c. He stressed a balance of specialized and general education in the
curriculum.
d. He eliminated the vocational and professional education component of the
curriculum.
5. For which educational practice was John Dewey?
a. Problem-solving
b. Banking method
c. Emphasis on the Humanities
d. Teaching of the Classics
Content/s A. Read this conversation then answer the question in the ANALYSIS phase of this Lesson.

In a Grade 3 Science class:

Teacher: What is the function of the mouth?

Student: To break the food into smaller pieces.
Teacher: Very good! What about the stomach?
Student: To digest food.
Teacher: Very good! Perfect! And the small intestines? Student: To
absorb the nutrients.

Activities What classroom scenario is/are being depicted by the comic strip and the teacher – student question
and answer? Write your answer in the box.
Abstrac-
tion Abstraction – Let’s
Conceptualize

Isolated Facts and the Banking Method

Depicted in the question and answer proceeding in class are a common classroom scenario. Most
lessons are devoted to teacher asking low-level questions and students answering with what they
memorized the night before. Teacher deposited these facts a day before and withdraws them the next
day. A perfect example of the banking system of education that Paulo Freire is very much against as it
does not make the learner reflect and connect what he/she was taught to in real life.
We have nothing against facts. But isolated facts make no sense but become meaningful when
seen n relation to other facts. These facts when combined with other facts (with further questioning from
the teacher) help the learner see meaning and connection to his/her life. Example: The pupil learned
that food is broken down into small pieces, which is digested by the stomach and is absorbed by the
intestine. To connect the facts, teacher should ask more questions like: “What if the food is not chewed
in the mouth, what happens to the food in the stomach and to the stomach itself? What if the stomach
fails to digest food form the mouth, what happens to the food in the small intestines? Will the small
intestines be able to absorb food?

Below are summaries of thoughts of education philosophers on what should be taught and how
learners should be taught.

A. John Locke (1632-1704): The Empiricist Educator

 Acquire knowledge about the world through the senses – learning
by doing and by interacting with the environment
 Simple ideas become more complex through comparison,
reflection and generalization – the inductive method
 Questioned the long traditional view that knowledge came
exclusively from literary sources, particularly the Greek and Latin
classics
 Opposed the “divine right of kings” theory which held that the monarch
had the right to be an
unquestioned and absolute ruler over his subjects
 Political order should be based upon a contract between the people and
government
 Aristocrats are not destined by birth to be rulers. People were to
establish their own government and select their own political
leaders from among themselves; civic education is necessary
 People should be educated to govern themselves intelligently and
responsibly (Ornstein, 1984)

B. Herbert Spencer (1820-1903): Utilitarian Education

 Spencer’s concept of “survival of the fittest” means that human
development had gone through an evolutionary series of stages
from the simple to the complex and from the uniform to the more
specialized kind of activity.
 Social development had taken place according to an
evolutionary process by which simple homogenous societies had
evolved to more complex societal systems characterized with
humanistic and classical education.
 Curriculum should emphasize the practical, utilitarian and scientific
subjects that helped human kind master the environment.
 Curriculum must be arranged according to their contribution to human
survival and progress.
C. John Dewey (1895-1952): Learning through Experience
 Education is a social process and so school is intimately related to the
society that it serves.
Application
Application – Let’s Apply

1. The modern explosion of knowledge has led to an age of specialization with this
concomitant quip:
A specialist knows more and more about less
and less. An expert knows more and more
about less and less until he or she knows
everything about nothing.
A related joke cleverly twists this saying:

A generalist knows less and less about more

and more until he or she knows nothing
about everything.
Should schools produce generalists or specialists? Defend your answer.

1. “If you cannot bring the learners to the world, bring the world to the classroom.” Will
this go with John Dewey’s philosophy of education? Explain your answer.

2. Considering DepEd mission statement “to protect and promote the right of every
Filipino to quality, equitable, culture-based and complete basic education” can we say
that Philippine educational system is in a sense equitable? What actions and what
recent legislations are proofs that the Philippines gives equal access to quality
education to its citizens?

3. Is free tertiary education really pro-poor in the sense that it is the poor who are indeed
benefited? Justify your answer.
Evaluation

Let’s Check for Understanding

1. Explain in a sentence why each education philosopher was associated with
these given words:
a. John Locke – the empiricist
b. Spencer – the utilitarianist
c. John Dewey – experience
d. George Counts – building a new social order
e. Theodore Brameld – the Social Reconstructionist
f. Paulo Freire – Critical pedagogy vs. Banking method

2. Make a table summary of the philosophies of education.

Philosopher Philosophy on Aim/s and Method/s Classroom/School

of Education Application

Activities
Let’s Reflect

Double Entry Journal

Two things I learned from this My thought/s or reaction/s
 Chapter

The ideas of each philosopher left an impact to the field of education. Their ideas
contributed to how our educational system has evolved nowadays and changed the way we
learn.
Based from the ideas of the philosophers you learned in this lesson, write a reflection
paper on how these ideas help you or will help you as a student and as a future professional.

(Title of your Paper)

REFLECTION PAPER NO. 1

I. References:

The Teacher and Community, School Culture and Organizational Leadership (LORIMAR )

Prepared by:

JOSE POCHOLO N. GUMBA