Republic of the Philippines

Commission on Higher Education

OAS COMMUNITY COLLEGE
Calzada, Oas, Albay

Course Readings
Prof. Ed. 5 – The Teacher and the Community,
School Culture and Organizational Leadership
Instructor: Mr. Raymundo B. Salisi
_____________________________________________

Topic 1
Philosophical Thoughts on Education

(At the end of this topic, you should be able to discuss at least six (6) philosophical
thoughts on education)

This course reading explains the thoughts of education philosophers on what should
be taught and how learners should be taught.

1. 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 by 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 be based upon a contract between the people and the
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, 1948)

For John Locke education is not acquisition of knowledge contained in the Great
Books. It is learners interacting with concrete experience, comparing and reflecting on
the same concrete experience, comparing. The learner is an active not a passive agent
of his/her own learning.

From social dimension, education is seeing citizens participate actively and

intelligently in establishing their government and in choosing who will govern from them
among themselves because they are convinced that no one person is destined to be ruler
forever.
 Locke believed the purpose of education was to produce an individual with a
sound mind in a sound body so as to better serve his country. Locke thought that the
content of education ought to depend upon one's station in life. The common man only
required moral, social, and vocational knowledge.

Simply put, empiricism is the idea that all learning comes from only
experience and observations. The term empiricism comes from the Greek word for
experience: empeiria. The theory of empiricism attempts to explain how human beings
acquire knowledge and improve their conceptual understanding of the world.

Empiricism is a philosophical theory applicable in many disciplines that human

knowledge comes predominantly from experiences gathered through the five senses.

2. Herbert Spencer (1890-1903): Utilitarian Education

• Spencer’s concept of “survival of the fittest” means that the human development
had gone through an evolutionary series of stages from simple to 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 homogeneous societies had evolved to more complex societal
systems characterized with humanistic and classical education.

• Industrialized society require vocational and professional education based on

scientific and practical (utilitarian) objectives rather than on the very general
educational goals associated with humanistic and classical education.

• Curriculum should emphasize the practical, utilitarian and scientific subjects

that help human kind master the environment.

• Was not inclined to rote learning (memorization technique); schooling must be

related to life and to the activities needed to earn a living.

• Curriculum must be arranged according to their contribution to human

survival and progress.

• Science and other subjects that sustained human life and prosperity should
have curricular priority since it aids in the performance of life activities.

• Individual competition leads to social progress. He who is fittest survives.

(Ornstein, 1984)

Specialized Education of Spencer versus General Education

• To survive in a complex society, Spencer favors specialized education over that of
general education. We are in need of social engineers who can contribute
harmoniously the findings of specialized knowledge. This is particularly true in
the field of medicine.

• The expert who concentrates on a limited field is useful, but if he loses sight of
the interdependence of things he becomes man who knows more and more about
less and less. We must be warned of the deadly peril of over specialism who
knows less and less about more and more.
Spencer’s Survival of the Fittest
• He who is fittest survives. Individual competition leads to social progress. The
competition in class is what-advocates of whole-child approach and socio-
emotional learning atmosphere negate. The whole-child approach is a powerful
tool for self-focused schools that has tenets – “each student learns in an
environment that is physically and emotionally safe for students and adults”
and “each student has access to personalized learning and is supported by
qualified and caring adults…” (Frey, N. 2019)

• The highlighted words point to no competition for competition works against an

emotionally safe environment.

• Utilitarianism by Herbert Spencer – this philosophy aims to educate students to

be useful in the society. It also targets to secure students holistically in the
future. This implies that students under guidance of this philosophy should be
flexible and adaptive on to different environments he/she may face in the future.

3. John Dewey (1859-1952): Learning Through Experience

• Education is a social process and so school intimately related to the society that
it serves.

• Children are socially active human beings who want to explore their environment
and gain control over it.

• Education is a social process by which the immature members of the group,

especially the children, are brought to participate in the society.

• The school is a special environment established by members of the society, for

the purpose of simplifying, purifying and integrating the social experience of the
group so that it can be understood, examined and used by its children.

• The sole purpose of education is to contribute to the personal and social growth
of individuals.

• The steps of the scientific or reflective method which are extremely important in
Dewey’s educational theory are as follows:

➢ The learner has a “genuine situation of experience” involvement in

an activity in which he/she is interested.

➢ Within this experience the a “genuine problem” that stimulates

thinking

➢ The learner possesses the information or does research to acquire

the information needed to solve the problem.

➢ The learner develops possible and tentative solutions that may solve
the problem.

➢ The learner tests the solutions by applying them to the problem. In

this one way one discovers their validity for oneself.
 • The fund of knowledge of the human race-past ideas, discoveries and inventions
was to be used as the materials for dealing with problems. This accumulated
wisdom of cultural heritage has to be tested. If it served human purposes, it
becomes part of the reconstructed experience.

• The school is social, scientific and democratic. The school introduces children to
society and their heritage. The school as a miniature of society is a means of
bringing children into social participation.

• The school is scientific in the sense that it is a social laboratory in which children
and youth could test their ideas and values. In here, the learner acquires the
disposition and procedures associated with scientific or reflective thinking and
acting.

• The school is democratic because the learner is free to test all ideas, beliefs and
values. Cultural heritage, customs and institutions are all subject to critical
inquiry, investigation and reconstruction.

• School should be used by all, it being a democratic institution. No barrier of

custom or prejudice segregate people. People ought to work together to solve
common problems.

• The authoritarian or coercive style of administration and teaching is out of place

because they block genuine inquiry and dialogue.

• Education is a social activity and the school is a social agency that helps shape
human character and behavior.

• Values are relative but sharing, cooperation, and democracy are significant
human values that should be encouraged by schools. (Orstein, a. 1984)

The Fund of Knowledge of the Human Race

• Dewey does not disregard the accumulated wisdom of the past. These past ideas,
discoveries and inventions, our cultural heritage will be used as a material for
dealing with problems and so will be tested. If they are of help, they become part
of the reconstructed experience. If they not totally accurate, they will still be part
of the reconstructed experience. This means that the ideal learner for Dewey is
not just one who can learn by doing, e.g. conduct an experiment but one who can
connect accumulated wisdom of the past to the present.

Schools are For the People and By the People

• Schools are democratic institutions where everyone regardless of age, ethnicity,
social status is welcome and is encouraged to participate in the democratic
process of decision-making. Learners and stakeholders practice and experience
democracy in schools.

Experiential learning is a philosophy and methodology in which educators

purposefully engage with students in direct experience and focused reflection in order
to increase knowledge, develop skills, and clarify values
4. George Counts (1889-1974): Building a New Social Order

• Education is not based on eternal truths but is relative to a particular society

living at a given time and place.

• By allying themselves with groups that want to change society, schools should
cope with social change that arises from technology.

• There is a cultural lag between material progress and social institutions and
ethical values.

• Instruction should incorporate a content of a socially useful nature and a

problem-solving methodology. Students are encouraged to work on the problems
that have social significance.

• Schools become instrument for social improvement rather than an agency for
preserving the status quo.

• Teachers should lead society rather than follow it. Teachers are agents of change.

• Teachers are called on to make important choices in the controversial areas of

economics, politics and morality because if they failed to do so, others would
make the decisions for them.

• School ought to provide an education that afford equal learning opportunities o

all students. (Ornstein, A. 1984)

Schools and Teachers as Agents of Change

• For George Counts, schools and teachers should be agents of change. Schools
are considered instruments for social improvement rather that as agents for
preserving the status quo. Whatever change we work for should always be
changed the better not just change for the sake of change.

• Teachers are called to make decisions on controversial issues.

• Like Dewey, problem solving, should be the dominant method for instruction.

Lag Between Material Progress and Ethical Values

• Counts asserts that “there is a cultural lag between material progress and social
institutions and ethical values.” Material progress of humankind is very evident
but moral and ethical development seem to have lagged behind. A friend once
wrote: “the Egyptians had their horses. Modern man has his jets but today it is
still the same moral problems that plague humankind.” Indeed, with science and
technology, we have very powerful and yet powerless. We have conquered a
number of diseases that even postponed death for many, we have conquered
aging, the planets, the seas but we have not conquered ourselves.

Social Order is important because it builds connections among individuals

and ensures they feel part of society. For example, it helps a community live in
harmony and avoid chaos. Our society will have values, morals, and traditions to uphold
its stability and move forward with daily operations through social order.
 Every society strives for social order in order to maintain stability and provide
a strong and viable social system. This inevitably leads to the process of stratification
of society as social rules need a visible authority for them to be followed.

5. Theodore Brameld (1904-1987): Social Reconstruction

• As the name implies, social reconstruction is a philosophy that emphasizes the

reformation of the society. The social reconstructionist contended that:

… humankind has moved from an agricultural and rural society to an urban and
technological society… there is a serious lag in cultural adaptation to the realities
of a technological society. Humankind has yet to reconstruct its values in order to
catch up with the changes in the technological order, and organized education has
a major role to play in reducing the gap between the values of the culture and
technology. (Ornstein, 1984)

• So, the social reconstructionist asserts that schools should critically examine
present culture and resolve inconsistencies, controversies and conflicts to build
a new society not just change society… do more than reform the social and
educational status quo. It should seek to create a new society… Humankind is in
a state of profound cultural crisis. If schools reflect the dominant social values…
then organized education will merely transmit the social ills that are symptoms of
the pervasive problems and afflictions that beset humankind… The only legitimate
goal of a truly human education is to create a world order in which people are in
control of their own destiny. In an era of nuclear weapons, the social
reconstructionist see on urgent need for society to reconstruct itself before it
destroys itself. (Ornstein, A. 1984)

• Technological era is an era of interdependence and so education be international

in scope for global citizenship.

• For the social reconstructionist, education is designed “to awaken students’

consciousness about social problems and to engage them actively in problem
solving.” (Ornstein, A. 1984)

• Social reconstructionist firmly committed to equality or equity in both society and

education. Barriers of socio-economic class and racial discrimination should be
eradicated.

• They also emphasized the idea of an interdependent world. The quality of life
needs to be considered and enhanced on a global basis. (Ornstein, a. 1984)

Like John Dewey and George Counts, social reconstructionist Brameld believed
in active problem-solving as a method of teaching and learning.

Social reconstructionist are convinced that education is not a privilege of the few
but a right to be enjoyed by all. Education is a right that all citizens regardless of the
race and social status must enjoy.

Social reconstructionism is a philosophy that emphasizes the addressing of

social questions and a quest to create a better society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social reform as the
aim of education.
 The reconstructionist classroom contains a teacher who involves the students
in discussions of moral dilemmas to understand the implications of one's
actions. Students individually select their objectives and social priorities and then, with
guidance from the teacher, create a plan of action to make the change happen.

6. Paulo Freire (1921-1997): Critical Pedagogy

Critical Pedagogy and Dialogue versus the Banking Model of Education

• Paulo Freire, a critical theorist, like social reconstructionist, believed that

systems must be changed to overcome oppression and improve human
conditions.

• Education and literacy are the vehicle for social change. In his view, humans
must learn how to resist oppression and not become its victims, nor oppress
others. To do so, requires dialogue and critical consciousness, the development
of awareness to overcome domination and oppression.

• Rather than “teaching as banking,” in which the educator deposits information

into students’ heads, Freire saw teaching and learning as a process of inquiry in
which the child must invent and reinvent the world.

• Teachers must not see themselves as the sole possessors of knowledge and their
students as empty receptacles. He calls this pedagogical approach “the banking
method” of education.

• A democratic relationship between the teacher and her students is necessary in

order for the conscientization process to take place.

• Freire’s critical pedagogy is problem-posing in education.

• A central element of Freire’s pedagogy is dialogue. It is love and respect that

allow us to engage people in dialogue and to discover ourselves in the process
and learn from one another. By its nature, dialogue is not something that can
be imposed. Instead, genuine dialogue is characterized by respect of the parties
involved toward one another. We develop a tolerant sensibility during the
dialogue process, and it is only when we come to tolerate the points of view and
ways of being of others that we might be able to learn from them and about
ourselves in the process. Dialogue means the presence of equality, mutual
recognition, affirmation of people, a sense of solidarity with people, and remaining
open to questions.

• Dialogue is the basis for critical and problem-posing pedagogy, as opposed to

banking education, where there is no discussion, only the imposition of the
teacher’s ideas on students. (Ornstein, 1984)

• Critical Pedagogy is an effective strategy to enhance the critical thinking

capability of students and to generate positive behavioral change in
students' lives. This is a strategy that enhances student consciousness,
understanding, and judgment. It gives students a voice to speak in the classroom.
 What are the implications of Freire’s ideas?

There are three areas to consider in light of Freire’s work.

• Remember that teachers and children are both learners: Freire emphasized
the collaborative, social nature of learning. He called for careful consideration of
the power dynamic between teacher and learner so that learning is a joint venture
instead of something more authoritarian.

• Develop their critical literacy: learners should think critically about the things
they read, see, and hear and they can identify inequality or injustice. A learner
with critical consciousness can frame questions around issues and look for
possible answers because they have language which asks: is this fair? Was that
just? Was there equality?

• Encourage active enquiry and curiosity-lead participation: Freire believed

that by preventing active inquiry in classrooms, you deny learners the
opportunities for growing up into mature, autonomous people who critically
reflect on their world to make it a better place.

All of these education philosophers, point to the need of interacting with others
of creating a “community of inquiry” as Charles Sanders Peirce put it. The community
of inquiry is “a group of persons in inquiry, investigating more or less the same question
or problem, and developing through their exchanges a better understanding both of the
question as well as the probable solutions.” (Lee, 2010). A community of inquiry will
engage learners in active problem solving.

____________________________
References:

Prieto, Nelia G., et al., The Teacher and the Community, School Culture and
Organizational Leadership, LoriMar Publishing Inc, 2019, Quezon City,
Philippines

https://mathsnoproblem.com/blog/teaching-practice/paulo-freire-pioneer-of-critical-
pedagogy

https://www.google.com/search?q=social+reconstructionism&oq=&aqs=chrome.1.69i
59i450l8.1584259560j0j15&sourceid=chrome&ie=UTF-8

https://www.google.com/search?q=utilitarianism+theory&oq=utilitarianis&aqs=chrom
e.5.0i433i512l2j69i57j0i433i512l3j0i512j69i60.8905j0j7&sourceid=chrome&ie=UTF-8