Idealism (Plato) - Focuses on the pursuit of full moral excellence and the creation of an

ideal state through education. Example: A teacher emphasizes the study of classic
literature and philosophical texts to encourage students to pursue moral excellence and
critical thinking.
Realism (Aristotle) - Emphasizes the study of reality and is concerned with knowledge
of the real world, including science and mathematics. Example: A science teacher
focuses on teaching students the scientific method and conducting experiments to help
them understand and engage with the real world.
Existentialism - Emphasizes individual choice and personal responsibility in learning
and life. Example: An English teacher encourages students to explore their own values
and choices through the study of existentialist literature and engages them in
discussions about individual responsibility.
Pragmatism - Prioritizes practical skills, such as technical and vocational skills, and
learning through hands-on experiences. Example: A vocational school instructor
provides hands-on training in plumbing, carpentry, or culinary arts to equip students with
practical skills for future careers.
Perennialism - Advocates for the study of universal and proven truths found in classic
texts and the importance of a strong foundational education. Example: A history teacher
emphasizes the study of classical historical texts and primary sources to instill a deep
understanding of enduring historical truths.
Essentialism - Focuses on teaching fundamental skills like reading, writing, arithmetic,
and right conduct. Example: An elementary school teacher focuses on teaching
fundamental skills like reading, writing, arithmetic, and good behavior as the core of the
curriculum.
Progressivism - Encourages learning through active engagement, experiments, and
hands-on activities, often emphasizing student-centered learning. Example: A science
teacher uses inquiry-based learning and experiments to help students explore scientific
concepts actively and learn by doing.
Humanism - Places a strong emphasis on the development of goodness and morality
in learners, addressing their individual needs. Example: A guidance counselor works
with students individually to address their emotional and psychological needs, fostering
personal growth and well-being.
Social Reconstructionism - Aims to create a better society by addressing societal
issues and promoting social change through education. Example: A high school social
studies teacher engages students in discussions and projects focused on addressing
contemporary societal issues, such as climate change or social justice.
Behaviorism - Focuses on the modification and reshaping of behavior through the use
of rewards and reinforcement. Example: An elementary school teacher uses a reward
system to reinforce positive behavior and motivate students to complete assignments
and follow classroom rules.
Constructivism - Posits that learners construct their own knowledge based on their
previous experiences and encourages active participation in the learning process.
Example: A math teacher encourages students to work together on problem-solving
tasks, allowing them to construct their own understanding of mathematical concepts
based on their prior experiences.
LESSON 2: SOCIOLOGICAL PERSPECTIVE
❖ Sociology – study of social life, social change and causes and consequences of
behavior.
❖ CONSENSUS THEORY – common agreement
- Common norms and values, change is low and orderly, value integration, social order,
stability and regulation.
❖ CONFLICT THEORY – clash of ideas, principles, and people
- Superiority, change is rapid, pressures and stresses keep society together, social
inequality, uneven distribution of people and resources, social change.
STRUCTURAL FUNCTIONALISM – society is made of structures that work together
in cooperation. Emphasizes SOCIAL ORDER, not on conflict.

TALCOTT PARSON’S AGIL:

ADAPTATION – adapt to environment (action system)
GOAL ATTAINMENT – define and achieve goals (personality system)
INTEGRATION – interrelationship of components (social system)
LATENCY - motivation (cultural system)
KEY PRINCIPLES (IFCE): Interdependency, Functions of Social Structure and Culture,
Consensus and Cooperation, Equilibrium
SYMBOLIC INTERACTIONISM – behaviors and interactions between and among
people. Result of interaction between individuals mediated by symbols.
- Symbolic Interactionism focuses on the study of individual interactions and the role of
symbols (such as language, gestures, and shared meanings) in shaping these
interactions.
BASIC FORMS OF SOCIAL INTERACTION:
✓ Non symbolic Interaction – does not involve thinking
✓ Symbolic Interaction – involves mental processes.
PRINCIPLES OF SYMBOLIC INTERACTIONISM:
- We have capacity for thought. In interaction, people learn MEANINGS and SYMBOLS
that allow them to exercise the CAPACITY OF THOUGHT. Lastly, people are able to
modify/alter meanings.
LOOKING GLASS SELF (Charles Horton Cooley) – “we see ourselves based on how
others see us.”
❖ SCHOOLS AND INSTITUTIONS - A complex of positions, roles, norms and values.
Characteristics and Functions of Institutions: Purposive, relatively permanent, unified,
value-laden.
5 MAJOR INSTITUTIONS:
1. Family:
• From a Functionalism Perspective: The family is seen as a place where values,
traditions, and cultural norms are passed down from one generation to the next,
ensuring the stability of society.
• From a Conflict Theory Perspective: In a patriarchal family, where men hold more
power and control, conflicts can arise over decision-making, resources, and gender-
based inequalities.
• From a Symbolic Interactionism Perspective: Family members create and negotiate
their roles and identities within the family through daily interactions, reinforcing family
dynamics.
2. Education:
• From a Functionalism Perspective: Education is viewed as a means of transmitting
knowledge and socializing individuals to function effectively in society.
• From a Conflict Theory Perspective: Educational institutions can reproduce social
inequalities, with disparities in funding and resources leading to unequal opportunities.
• From a Symbolic Interactionism Perspective: Students and teachers interact within the
educational environment, shaping their perceptions of learning and their roles in the
classroom.
3. Religion:
• From a Functionalism Perspective: Religion provides moral guidance and helps create
a sense of community and shared values.
• From a Conflict Theory Perspective: Religion can be used to manipulate and control
the beliefs and behaviors of individuals, reinforcing social hierarchies.
•From a Symbolic Interactionism Perspective: Religious symbols and rituals hold
personal meaning for individuals, shaping their religious identities and practices.
4. Economic Institutions:
• From a Functionalism Perspective: Economic institutions contribute to societal stability
by providing goods and services and maintaining economic order.
• From a Conflict Theory Perspective: Economic institutions can perpetuate disparities
between the wealthy and the marginalized, leading to conflicts over resources and
wealth distribution.
• From a Symbolic Interactionism Perspective: Money and work hold symbolic meanings
for individuals, influencing their attitudes and behaviors in the economic realm.
5. Government:
• From a Functionalism Perspective: Government institutions maintain order, ensure
justice, and protect the well-being of citizens, contributing to social stability.
• From a Conflict Theory Perspective: Governments may serve the interests of the
powerful elite, leading to conflicts over policies and unequal distribution of benefits.
• From a Symbolic Interactionism Perspective: Citizens interpret government actions
and policies based on their personal experiences and beliefs, shaping their political
engagement.

EDUCATION 4.0 – upgrade of the current level of education in order to meet society’s
demands. Technology plays a crucial role.
LESSON 3: EDUCATIONAL REFORMS: K-12
• REPUBLIC ACT 10533 or Enhanced Basic Education Act of 2013.
• Section 4 – the Enhanced BEC comprises of 1 year kindergarten, 6 years elementary
and 6 years secondary.
• Section 5 – DepEd shall work with TESDA and CHED to formulate the design AND
detail of the curriculum to ensure no duplication of subjects.
LESSON 4: THE SCHOOL AS A COMMUNITY

Community – a group of individuals who share common characteristics, interests,

values, and goals.
Location – influence of the environment
Structure – administrative elements
Process – management of people and understanding of beliefs & values.
3 POSSIBLE PATTERNS OF CONNECTION:
1. The closed-door pattern - In this pattern, the school handles all of a student's issues
on its own, without much involvement from parents or the community. This approach is
like a closed system where the school doesn't get feedback from outside, which can be
a problem because it may not adapt to changes.
2. The open-door pattern - In the open door pattern, the school and parents work
together closely. They freely share information and cooperate to benefit the student and
the community. It's like an open system where there's a flow of information and energy
between the school, parents, and the community. This helps stop things from
deteriorating.
3. The balanced pattern - In the balanced pattern, the school and parents decide how
close or distant they want their relationship to be based on what's best for the student
and community. They adjust their level of interaction depending on what works best for
everyone.
• BATAS PAMBANSA BLG 232 (Education Act of 1982) – decentralized education,
enhancement of quality education, promotion of Filipino culture and values, expansion
of access to education, curriculum reforms, strengthening TECHVOC, establishment of
national language, recognition of academic freedom
• BATAS PAMBANSA BLG 232 – An Act Providing the Establishment and Maintenance
of an Integrated System of Education (LEGAL BASIS: CONSTITUTION OF 1973)
• SECTION 1 – TITLE: Education Act of 1982.
• SECTION 2 – COVERAGE: both formal and non-formal systems in public and private
schools in all levels.
• SECTION 3 – system of education relevant to NATIONAL DEVELOPMENT GOALS
• SECTION 6 – The “educational community” includes parents, students/pupils, school
personnel.
SCHOOL PERSONNEL INCLUDES:
1. TEACHING/ACADEMIC STAFF – persons engaged in actual teaching and/or
research assignments
2. SCHOOL ADMINISTRATORS – occupying policy-implementing positions to do
functions.
3. ACADEMIC NON-TEACHING PERSONNEL – holding some academic qualifications
and performing academic functions directly supportive of teaching(librarians, registrars,
guidance counsellors, researchers, etc)
SCHOOLS – institutions recognized by the State which undertake educational
operations.
• SECTION 7 - Community Participation of: Administrative, Student Organization,
Faculty and PTA
• SECTION 8 CHAPTER 2 – RIGHTS OF PARENTS: right to organize with teachers to
provide forum for discussion + right to access their child’s official records.
• SECTION 8 CHAPTER 2 – RIGHTS OF STUDENTS : receive quality education, right
to choose their study subject, right to guidance and counselling, right to access of own
school records, right to issuance of official certificates within 30 days of request, right to
publish a student newspaper, right to free expression, right to form organizations and
societies, right to be free from involuntary contributions.
• SECTION 10 – RIGHTS OF ALL SCHOOL PERSONNEL: right to free expression,
right to be provided with free legal service, right to establish/join labor organizations,
right to be free from involuntary contributions, right to be free from compulsory
assignments not related to duties, right to intellectual property, right to be respected and
protected as persons in authority, right to choose alternative career lines for career
advancement.
• SECTION 12: RIGHTS OF ADMINISTRATORS: right to discretion necessary for
efficient function + right to respect and protection.
• SECTION 13 – RIGHTS OF THE SCHOOL: right to be provided for proper
governance, right to determine on academic grounds (research)
• SECTION 14 – DUTIES OF PARENTS: help carry out educational objectives in line
with national goals, enable children to obtain elementary education and shall strive to
enable them to obtain higher education, cooperate with the school in curricular and co-
curricular programs.

• SECTION 15: DUTIES AND RESPONSIBILITIES OF STUDENTS: undergo education

to be an asset to family and society, uphold academic integrity, observe rules and
discipline, participate in civic affairs and community development activities, exercise
rights responsibly and with knowledge of being held accountable for infringement or
violation.
• SECTION 16: TEACHER’S OBLIGATIONS: perform duties in line with school’s
philosophy, goals and objectives, be accountable for attainment of learning objectives in
pursuance of national development goals, render regular reports on student
performance, assume responsibility to maintain professional growth, refrain from
making deductions in students ratings for acts that are not a result of poor scholarship,
participate as agent of constructive social economic, moral, intellectual, cultural and
political change.
• SECTION 17: SCHOOL ADMINISTRATOR’S OBLIGATION: perform duties in line
with the philosophy, goals and objectives of the school, be accountable for effective
administration and management of the school, develop and maintain healthy school
atmosphere conducive to promotions, teaching-learning, school personnel relations and
academic freedom; assume and maintain professional behavior, render adequate
reports to teachers, academic non-teaching personnel and non-academic staff on actual
performance, observe due process, fairness, promptness, privacy, constructiveness and
consistency in disciplining teachers and other personnel, maintain adequate records
and submit reports.
• SECTION 18 – OBLIGATIONS OF NON-TEACHING PERSONNEL: improve oneself
professionally, assume, promote and maintain atmosphere conducive to service and
learning.
• ARTICLE 3 – THE EDUCATIONAL SYSTEMS
• SECTION 20 – FORMAL EDUCATION: Elementary, Secondary, Tertiary Education
• SECTION 21 – OBJECTIVES OF ELEMENTARY EDUCATION: provide basic
education
• SECTION 22 – OBJECTIVES OF SECONDARY EDUCATION: Continue the
objectives of elementary education, equip readiness students for tertiary education
• SECTION 23 - train nation’s manpower, develop professions that will provide
leadership, research work.

LESSON 5: THE SCHOOL AS A COMMUNITY

A school is a social system that has its roles and functions of parts. All members of the
school are encouraged to have a shared commitment. Collaboration of each member is
very important to achieve the desired goals of an organization.
Essential Elements for a Learning Community (Hiatt-Michael, 2001):
1. A servant leader who performs as guide and nurture.
2. A shared moral purpose.
3. A sense of trust and respect among members.
4. An open environment for collaborative decision-making.
Characteristics of Learning Communities (West and Williams, 2017): ACCESS,
RELATIONSHIPS, VISION, FUNCTION
COMMUNITY OF PRACTICE – (Etienne Wenger); a group of people who share a
passion for something they know how to do and who interact regularly.
Characteristics of Communities in Practice (Wenger, 2011): DOMAIN,
COMMUNITY, PRACTICE
Learning Action Cell (LAC) – POLICY OF DEPED as a Professional Development
Strategy
▪ It is a group of teachers who engage in collaborative learning sessions to solve shared
challenges; and facilitated by the school head or LAC leader.
▪ PROFESSIONAL LEARNING COMMUNITY (PLC) – a group of educators that meet
regularly, share expertise and work collaboratively to improve teaching skills and
academic performance of students.
▪ Teachers should apply appropriate teaching strategies that best suit to the specific
learning objectives.
▪ DepEd Order No. 25, s. 2016 (details on LAC)
LESSON 6: EXTERNAL ENVIRONMENTS AND ACCOUNTABILITY OF SCHOOLS
2 PERSPECTIVES IN ENVIRONMENT:
1. Resource-Dependence Perspective - directly related to the need for resources
controlled by other organizations.
COPING STRATEGIES:
A. Buffering – reject offers with strings attached.
B. Planning and Forecasting – action planning
C. Boundary Spanning – leaders work with others of different backgrounds
D. Adjusting Operations
E. Accommodating Structure

Inter - Organizational Coping Strategies:

a. Partnerships – 50-50
b. Cooptation – gain resistant group’s favor
c. Political Lobbying- gain political favors
d. Pooling Resources - “chip in”
___________________________________
2. Institutional Perspective – agreed- upon set of rules; conformity, diversity and
stability.
TYPES OF CONFORMITY:
A. COERCIVE - pressures from government mandates and inducements
B. IMITATIVE - adapting from other sources to reduce uncertainty
C. NORMATIVE – common norms

Administering Institutional Environments:

1. Buffering Strategies
 a. Decoupling
b. Managing the Image
2. Boundary-spanning Strategies
a. Categorical Conformity
b. Structural Conformity
c. Procedural Conformity
ACCOUNTABILITY 3 COMPONENTS:
1. Standards to identify subject matter knowledge and skills to be learned.
2. Tests aligned with standards.
3. Consequences of differing levels of goal attainment.

ACCOUNTABILITY AND REFORM

A. Schools should be held accountable for higher standards of performance.
B. Schools should be provided assistance to build their capacities for delivering
improved education.
C. Schools must increase quality and quantity of performance outcomes (student
achievement).
EXTERNAL ENVIRONMENT AND ACCESSIBILITY
- Keep organizational structures flexible.
- Nurture healthy relations with local groups and agencies
- Engage the environment.
- Recognize that schools are institutions.
- Develop fair accountability systems for teachers.
- Ensure that tests are aligned with standards.
- Be open to constructive change.
- Beware of the dysfunctional consequences of high-stakes testing.
- Seek abstract resources such as neighborhood affiliations or school culture.