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The Teacher and The Community Lecture #1

This course focuses on how society influences schools through educational philosophies and how cultural issues and school-community partnerships affect education. The objectives are to understand education's philosophical and socio-cultural foundations, establish partnerships to enrich learning and engagement, and discuss leadership styles that create positive school culture. The document outlines philosophical thoughts on education from thinkers like John Locke, Herbert Spencer, John Dewey, George Counts, and Paulo Freire on topics like experience-based learning, utilitarian education, social reconstructionism, and critical pedagogy.

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Abigail Panes
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251 views14 pages

The Teacher and The Community Lecture #1

This course focuses on how society influences schools through educational philosophies and how cultural issues and school-community partnerships affect education. The objectives are to understand education's philosophical and socio-cultural foundations, establish partnerships to enrich learning and engagement, and discuss leadership styles that create positive school culture. The document outlines philosophical thoughts on education from thinkers like John Locke, Herbert Spencer, John Dewey, George Counts, and Paulo Freire on topics like experience-based learning, utilitarian education, social reconstructionism, and critical pedagogy.

Uploaded by

Abigail Panes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 14

THE TEACHER

AND THE COMMUNITY,


SCHOOL, CULTURE AND
ORGANIZATIONAL
LEADERSHIP
WEEK 1 (LECTURE #1)
COURSE DESCRIPTION
This course focuses on society as a context upon
which the schools have been established. Educational
philosophies that are related to the society as a
foundation of schools and schooling shall be
emphasized. Further, principles and theories on school
culture, social and organizational leadership shall be
included to prepare prospective teachers to become
school leaders an managers.

2
OBJECTIVES OF THE COURSE

 Articulate the rootedness of education in the


philosophical, socio-cultural, historical, legal and
political context Explain how cultural and global
issues affect communication.
 Establish school-community partnerships to enrich
the learning environment and to strengthen
community’s engagement in the educative process.

3
OBJECTIVES OF THE COURSE

 Link teaching-learning to the experiences, interests


and aspirations of the wider school community and
other stakeholders Create clear, coherent, and
effective communication materials.
 Demonstrate fulfillment of the professional
obligation to uphold professional ethics,
accountability and transparency. Write and present
academic papers using appropriate tone, style,
conventions, and reference styles
4
OBJECTIVES OF THE COURSE

 Promote professional and harmonious relationships


with internal (learners, parents, fellow teachers and
school head) as well as external stakeholders (local
officials, NGOs, alumni, and all others in the wider
community);
 To discuss leadership and management styles that
establish positive school culture for effective school
performance.

5
6 PHILOSOPHICAL
THOUGHTS IN
EDUCATION
John Locke (1632-1704):
The Empiricist Educator

For John Locke education is not


acquisition of knowledge contained in
the Great Books, but learners do
interact with concrete experiences,
comparing and reflecting on the same
concrete experience.

7
Herbert Spencer (1820-1903): Utilitarian
Education

Spencer’s educational theory is called


“Social Darwism”. His concept of
“survival of the fittest,” that human
development had gone through an
evolutionary series of stages.

8
Herbert Spencer (1820-1903): Utilitarian
Education

The simple to complex


■ From the uniform to the more specialized activity
■ Through evolutionary process
■ Curriculum aspect-related to human survival
■ Not inclined to rote learning
■ Schooling be related to life activities needed to earn
a living
■ Individual competition leads to social progress. He
who is fittest survives. (Ornstein,1984)
9
John Dewey (1859-1952):
According to him Schools are for the People
and By the People

Dewey's philosophy of education highlights the


importance of imagination to drive thinking
and learning forward, and for teachers to
provide opportunities for students to suspend
judgement, engage in the playful consideration
of possibilities, and explore doubtful
possibilities.

10
George Counts (1889-1974):
Building a New Social Order

For any societal change, instrument for these is


the schools and teachers whose tasks for the
implementation for school improvement.
Teachers are called to make choices in areas of
economics, politics and morality to avoid
failure. Furthermore, schools ought to
provide education that afford equal learning
opportunities to all students. (Ornstein, A.
11
1984).
Theodore Brameld (1904-1987):
Social Reconstruction

Like John Dewey and George Counts, social


reconstructionist are convinced that
education is not a privilege but a right to be
enjoyed by all. He founded social
reconstructionism as a response to the horrors
of WWII. He believed that education had the
responsibility to mold human beings into a
cohesive and compassionate society.
12
Paulo Freire, believed that school systems must
be changed:

A. to overcome expression and improve


human conditions,
B. democratic relationship between the
teachers and students,
C. that education and literacy a vehicle
for social changes,
D. dialogue is most concern on critical
13 pedagogy.
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