The Life and Works of Rizal

To our Dear Students,

Mabuhay!
A Welcome Back to School Message!

I welcome you all to The Teacher and the Community, School Culture and Organizational
Leadership class. I will be your instructor in this course Rodolfo B. Valdenarro Jr .

As you start your online class academic journey, open your hearts to embrace challenges and
enjoy each moment of learning.

I hope you'll enjoy and appreciate our online The Teacher and the Community, School Culture
and Organizational Leadership class. Have a wonderful class!
 COURSE DESCRIPTION

The course focuses on society as a context upon which the

schools are established. Educational philosophies that are
related to society as a foundation of school and schooling
shall be emphasized. Further principles and theories on
school culture and organizational leadership shall be
included to prepare prospective teachers to become
school leaders and managers.
Getting to know each other in virtual class!

Introduce your self in class,

tell us your name, course,
year level, where are you
from, interests and
expectations.
 Rodolfo “Jhun” B. Valdenarro Jr.
Rodolfo B. Valdenarro Jr., is an Assistant Professor and licensed education
practitioner at Centro Escolar University, Manila. He served as Director of
Student Affairs and Services at Laguna State Polytechnic University from 2016-
2019. He finished Master of Arts in Teaching Social Science at University of Rizal
System and presently taking Doctor of Philosophy in Southeast Asian Studies at
Centro Escolar University. He teaches Professional and General Education
subjects in Social Sciences (History, Sociology, Humanities, Anthropology,
Economics, Geography, Political Science), Methods of Research. He served as
Contributor on the 2011-2016 Philippine Youth Development Plan (PYDP) and
President of State Universities and Colleges- Association of Student Affairs
Administrators in Region IV (CALABARZON and MIMAROPA), Philippines from
2018-2019. Mr. Valdenarro has presented researches on Social, Behavioral,
Educational and Gender Studies in national and international conferences and
published books in Human and Population Geography, Political Science and
Social Work.
Interest
1. Singing
• Dizz iz zit Musical, Baritone Singer-Cultural Center of the Philippines, Manila
• Junior Recital, Baritone Singer- Recital Hall, 5th fl. Albertus Magnus Bldg, España, Manila
(UST Conservatory of Music)
• MCL CUP 2007 Choir Competition, Bass Singer- Malayan College of Laguna, Cabuyao,
Laguna

2. Cultural Immersion
- Teaching and spearheading programs and services intended for youth
development/student leaders.
3. Writing
-Articles on Education and Social Journals concerning on social and gender issues, trends and
procedures in education and research.
Video Presentations
 Outcomes-Based Education:
The Fruitful Scheme of Learning

• An educational method that focuses on what

students can actually do after they are
taught.
In life, which is more important?

Destination or Journey?
• Playing well or winning?
• Shopping or owning?
• Great job or great pay?
• Driving outstation or arriving?
• Sleeping or awaking?
• Enjoyment in reading or finishing
the book?
What are the characteristics of
good learning outcomes?
Achievable
Observable
Measurable / Accessible
Challenging
Philosophy:                  
                      Ciencia y Virtud
                      Science and Virtue
Vision
To be the University of first choice.
CEU seeks to be the University of first choice - the leading higher education institution fostering excellence in the pursuit of knowledge while
engendering personal integrity and social responsibility.

Mission
To build a brighter future -- for our students, the Philippines, and the world.
CEU is committed to:
•Provide a rich and stimulating academic environment in order to promote creative and scholarly academic pursuits among its faculty and to
equip students with the knowledge, skills, sound moral values, and an appreciation of arts and culture that would prepare them to become
productive and innovative professionals with a commitment to nation building in the context of one world;
•Enhance the development of higher education in the Philippines through its exemplar academic programs and practices, leadership in
professional organizations, and participation in academic consortia;
•Contribute to the promotion of human health and well-being through high-quality programs in health professional education, research, and
community service.
Did Rizal laugh?
At slapstick jokes?

At green jokes?

At toilet humor?
We must often remind
ourselves that heroes
were human too.
That the secret to their
greatness is actually
their humanity.
In their humanity we
see our own capacity
for greatness.
 “Everyone has the power for
greatness, not for fame but
greatness, because greatness is
determined by service.”
 “I shall establish a school…

• And devote our strength to the education

of people, which is my supreme
aspiration.
• Letter to Blumentrit, March 31, 1890.
• “We cannot all become doctors or
lawyers… I have studied much and
now I am planting coconuts.”

• Rizal to Lucia
To see Rizal as human is to recognize our own capacity for greatness
and heroism.
Rizal to Freding
Dec. 1893

• “Go ahead then; study, study and

meditate well what you study.
• Life is a very serious thing and only
those with intelligence go through
worthily.
”Sharpen, perfect, polish your
mind, and then fortify and
educate your heart”
“On this battlefield man has no better weapon than his intelligence, no
other force but his heart.”
“Y cuando ya mi tumba de todos olvidada, no tenga cruz ni piedra que
marguen su lugar…

Kung ang libingan ko’y limot na ng madla ,

at wala ng krus ni bato mang tanda,
sa magbubukid ay ipaubaya,
bungkali’t isabog ang natiping lupa.
 At ang aking abo, kung ipailanglang,
mauwi sa wala na pinanggalingan,
At makalat na ngang parang kapupunan
ng inyong alabok sa lupang tuntungan

Sa gayo’y wala ng anuman sa akin ,

Ako’y limutin na’t aking lilibutin
Yaong himpapawid, kaparanga’t hangin,
At ako sa iyo’y magiging taginting.”
 Quintus Horatius “HORACE” Flaccus of English
speaking world.

• “I have built a monument more

lasting than bronze and mightier
than the royal palace of
pyramids. Non Omnis Moriar ( I
will not altogether die) and a
great part in me will live beyond
death; I will keep growing, fresh
with praise and prosperity.”
 M1 - Objectives Philosophical Thoughts on Education and Historical
Foundation of Education

At the end of this module, the students should be able to

Discuss at least 6 philosophical thoughts on education

Define the philosophy of a Critical Pedagogy for Education through a Freirian Perspective

Discuss the Useful Synthesis of Deweyan Pragmatism

State the relationship of society and schools

Prove that schools transmit cultural values by stating facts from education history in the world and in the Philippines

Explain the meaning of socialization as a function of schools

 M1 - The Empiricist Educator:John Locke

• 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/
indirect method
• Questioned the long traditional view that knowledge came exclusively from literary sources, particularly the
Greek and Latin classics
• Opposed he "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 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, 1984)
• Comments:

• 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 the social dimension, education is seeing citizens participate actively
and intelligently in the establishing their government and in choosing who
will govern them from among themselves because they are convinced
that no one person is destined to be ruler forever.
 Social Contract Theory

John Locke Thomas Hobbes

Social Contract
What is a Social Contract and
why do we need to form a
Society?
“What If The People Violated the
Contract?”

They must be punished with accordance on

the existing
laws of the civil society
“What If the Ruler Violated the Contract?”
REVOLUTION
 there can happen no breach of
covenant on the part of the sovereign;
and consequently none of his subjects,
by any pretence of forfeiture, can be
freed from his subjection.” The ruler’s
will defines good and evil for his
subjects. The King can do no wrong,
because lawful and unlawful, good and
evil, are merely commands, merely the
will of the ruler.

No right to rebel
“ABSOLUTE”
 M1 - Utilitarian Education: Herbert Spencer
• 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 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 helped human kind
master the environment.
• Was not inclined to rote learning; 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)
Comments: Specialized Education of Spencer vs. 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 combine 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 a man who knows more and more about less
and less. We must be warned of the deadly peril of over specialism. Of course we do
not prefer the other extreme, the superficial person 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 (SEL) atmosphere negate. The whole child
approach a powerful tool for Self-focused schools has as tenets - "each
students 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)
See
https://www.youtube.com/watch?v=fn2I90km_-8
 M1 - Learning through Experience: John Dewey

• Education is a social process and so school is 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 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 learner has 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
discovers their validity for oneself.
• The school is social, scientific and democratic. The school introduces
children to society and their heritage. The school as a miniature society is
a means of bringing children into social participation.
• 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.
• Education is a social activity and the school is a social agency that helps
shape human character and behavior.
• Values are relative but sharing, cooperative, and democracy are significant
human values that should be encouraged by schools. (Ornstein, A. 1984)
Comments

Dewey does not disregard the accumulated wisdom of the past. These
past ideas, discoveries and inventions, our cultural heritage, will be
used as the material for dealing with problems and so will be tested. If
they are of help, they become part of a reconstructed experience. If
they are not totally accurate, they will still be part of a reconstructed
experience. This means that the ideal learner for Dewey is not just one
who can connect accumulated wisdom of the past to the present.
Schools are For 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.
 M1 - Building a New Social Order: George Counts

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

• Education is not based on eternal truths but is relative to a particular society living at a given time and
place.
• There is cultural lag between material progress and social institutions and ethnical values
• Instruction should incorporate a content of a socially useful nature and a problem-solving methodology.
Students are encouraged to work on problems that have social significance.
• Schools become instruments for social improvement rather than as agency for preserving the status quo.
• Teachers should lead society rather than follow it. Teachers are agent 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.
• Schools ought to provide an education that afford equal learning opportunities to 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 than as
agencies for preserving the status quo. Whatever change we work for should
always be change for 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 become very powerful and yet powerless.
We have conquered a number of diseases and even postponed death for many,
we have conquered aging, the planets, the seas but we have not conquered
ourselves.
 M1 - Social Reconstructionism: Theodore Brameld

• Social Reconstructionism: Theodore Brameld (1904-1987)

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

the reformation of society. The social reconstructionists contend that:
• ... human kind has moved from a agricultural and rural society to an urban and
technology society... there is a serious lag in cultural adaption 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 major role to play in reducing the gap between the values of
the culture and technology. (Ornstein, 1984)
 Emile Durkheim
Theory of Division of Labor
Morality Solidarity/Unity Law

Anomie- There is no the same culture, There is

no common standard.
Hunting and Horticulture/
Gathering Pastural

Agricultural
Industrial
• So the social reconstructionists asserts that school should: critical examine present culture and resolve
inconsisnenties, controversies and conflicts to build a new society not just change society... do more than reform the
social 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 the which people are in control of their own destiny. In an era of
nuclear weapons, the social reconstructionists see an urgent need for society to reconstruct itself before it destroys
itself. (Ornstein, 1984)
• Technological era is an era of interdependence and so education must be international in scope for global citizenship.
• For the social reconstructionists, education is designed to awaken students' consciousness about social problems and
to engage them actively in problem solving". (Ornstein, 1984)
• Social reconstructionists are firmly committed to equality or equity in both society and education. Barriers of socio-
economic class and radial discrimination should be eradicated.
• They also emphasize 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
believe in active problem-solving as the method of teaching and learning

• Social reconstructionists are convinced that education is not a privilege of

of the few but a right to be enjoyed by all.

• Education is a right that all citizens regardless of race and social status
must enjoy.
 M1 - Critical Pedagogy: Pauolo Freire
• Critical Pedagogy and Dialogue vs. the Banking Model of Education

• Paulo Freire, a critical theorist, like social reconstructionists, 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 earn to resist oppression
and not become its victims, not 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' head, Freire
saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.
Banking system of education - when teacher deposited facts a day before and withdraws facts the next day.
• 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.
• Freire's critical pedagogy is problem-posing 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 point of view and ways of being others that we might be able to learn
from them and about ourselves in the process.

• Dialogue means the present 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 idea of the students. (Ornstein,
1984)
• Comments:

• All of these education philosophers, point to the need of interacting

with others and of creating a "community of inquiry" as Charles Sanders
Peirce put it. The community of inquiry is " a group of persons involved
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.
M1 - Historical Foundation of Education

When a school introduces and trains each child of society into membership
within such a little community, saturating him with the spirit of service, and
providing him with the instruments of effective self direction, we shall have
the deepest and best guaranty of a larger society which is worthy, lovely and
harmonious.

-John Dewey
POINTS OF EMPHASIS ON EDUCATION IN HISTORY

KEY PERIODS IN EDUCATIONAL HISTORY, 7000 B.C. TO

A.D. 1600
The History of the Philippine Educational System

A study of the history of education in the world and the

Philippines helps us see what societies in the past
considered important and enables us to appreciate the
present which is the product of the past. By knowing
the past, we can shape the future
PERIOD GOAL FOCUS METHOD COURSE OF STUDY General Characteristics

Integration of Customs Not formal; community-

Pre-Hispanic
individual and Oral immersion None based; no educational
Era into the tribe Traditions system

Catechetical
instruction; uses of No grade level; church-
Spanish Era Spread of Religions corporal Not prescribed; flexible; not based no educational
Christianity centralized
punishment; rote system
memorization

Academic
English Democratic English Formal; structured;
American Era Spread of Language as medium of Prescribed; uniform; centralized existence of an
Democracy
and instruction educational system
Literature

Propaganda tool;
repressively anti-
Spread of the Principles of Rote memorization
Japanese Era New Asian the New use of threat  and Prescribed; uniform; centralized American and anti-
British, military-backed
Order Order punishment existence of an
educational system
The History of the Philippine Educational System

• Education during the Pre-colonial period

• Education during the Spanish period
• Education during the American Regime 1898-1946
• The Commonwealth Period (1935-1942) Commonwealth Act 586, aka Education Act of 1940, reduction of the 7 years
to 6 years, fixing the school entrance at 7, national support for the elementary school system
• Executive order #134 of 1936 was signed Pres. Manuel L. Quezon designating TAGALOG as our National Language
• The Japanese Occupation
• Post-colonial Philippines
•

Religious and moral education are to the Spanish period as love for work and dignity of labor are for Japanese Period
Religious and moral person are to the Spanish period as patriotic citizens are for American Period
Post-colonial Philippines and Other Developments

• The Civil Service Eligibility of teachers was made permanent pursuant to RA 1079 in June 15, 1954
• A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to RA1265
approved on June 11, 1955
• Circular offerings in all schools, the life, the works and writings of Jose Rizal especially the Noli Me Tangere & El Filibusterismo
shall be included in all levels.
• Elementary education was nationalised and matriculation fees were abolished
• Magna Carta for Teachers was passed into law by virtue of RA 4670
• Education act of 1982 - created the Ministry of Education, Culture and Sports
• NCEE - National College Entrance Examination introduced
• Executive Order # 117 Pres. Corazon Aquino renamed Ministry of Education, Culture and Sports to DECS in 1987
• Replacement of (PBET) Professional Board Examination for teachers by LET (Licensure Examination for Teachers
• CHED is responsible for higher education RA 7722 - Higher Education Act of 1994
• K12 RA10533, May 15, 2013 signed by Pres. Benigno Aquino, Jr.
•
The Varied Goals of Education in Different Historical Periods of the Philippine History.

What was considered important in each historical period of the country was also the focus or direction of the education of
the Filipino.

During the pre-colonial period, students were given vocational training but lesser academics for them to be good fathers
and mothers. During the Spanish period, schools focused on religious formation to help them live the Christian faith. The
American regime educated the Filipinos to become good citizens of a democratic country while the Japanese regime
taught them love of labor. The post-colonial period educational system was devoted to the following goals:

• foster love of country

• teach the duties of citizenship
• develop moral character self-discipline
• scientific, technological and vocational efficiency. The present DepEd vision and mission statement and core values
and the fourth mission of the Commission on Higher Education add light to the present goals of Philippine education.
They are given below:
To produce thoughtful graduates imbued with

• values reflective of a humanist orientation. e.g fundamental respect for others as

human beings with intrinsic rights, cultural rootedness, avocation to serve
• analytical and problem solving skills;
• the ability to think things through the ethical and social implication of a given
source of action
• the competency to learn continuously throughout life - that will enable them to live
meaningfully in a complex, rapidly changing and globalized world while engaging
(in) their community and the national's development issues and concern.
Commission on Higher Education.
M1 -Objectives: Social Science Theories and Their Implications
to Education
At the end of this module, the students must be able

Explain three social science theories and their implications to

education.

Discuss Education and the formation of social consciousness.

The Structural Functionalist Perspective
Views society as a living organism
whose parts contribute to it’s
survival. Society’s stability and
consensus is the main emphasis of
the functionalist perspective.
Talcott Parsons- he was greatly
influenced by the works of Emile
Durkheim and Max Weber. Parsons
argued that an aspect of social life
that does not merit the group
consensus and that does not make
the society stable must not be
The Conflict Perspective
Conflict perspective in the society viewed
that conflict between competing groups
helps in understanding social behavior.
W.E.B. Du Bois- Knowledge is the key
element to achieve tolerance and justice
and to fight prejudice.

Feminist Theory- argued for a gender

balanced study of society in which women
contributions must be visible as men’s.
 The Symbolic Interactionist Perspective
Views human beings as living in a
world of meaningful objects,
symbols as important parts of
communication.
George Herbert Mead- Founder of The Symbolic
Interactionist Perspective. Mead Sociolological
analysis concentrated on the development of the
self. He proposed that we must learn to take the
roles of others in our imagination and discover that
others also have selves.

Generalized order- children adapt and internalize

the values, attitude and behaviors of others.
Erving Goffman- proposed the
dramaturgical approach wherein daily
life is compared to a stage. Like actors in
a stage we play different roles in real life.

Carol Brooks Gardner- her interest was

focused on gender issues. She concludes
that “public places are arenas for the
Thank you