LESSON 1:

PHILOSOPHICAL AND SOCIOLOGICAL

PERSPECTIVES OF EDUCATION

OVERVIEW

As a pre-service teacher, you need to develop a certain level of awareness of your

philosophy of teaching. This awareness is vital to ensure a learning environment that is
responsive to the needs of your learners. Your philosophy of teaching will serve as
your guidepost in deciding on how to teach a specific lesson. Primarily, this has
something to do with your beliefs about teaching. These beliefs may be influenced by
your experiences over time in your family, school, church, and other institutions.
Moreover, you also need to develop a certain level of sensitivity to the environment
where teaching and learning takes place. Aside from the need to understand every
learner, you have to acquire information on the sociological perspectives of education,
especially in understanding the purpose of education in society. This would allow you
to understand issues that affect education and look at them using a sociological
perspective. At the end, propose actionable solutions that are responsive to
dysfunctional aspects of educational system in the country.

COURSE OUTCOME

Demonstrate philosophical and sociological knowledge and understanding of relevant

and responsive learning environments in various community contexts.

LEARNING OUTCOMES

At the end of this lesson, you must have:

1. Articulated an understanding of philosophical and sociological perspectives of
education, especially on ensuring a responsive learning environment in the
classroom;
2. Analyzed a problem in the educational system; and
3. Proposed solutions to address the dysfunctional parts of the educational system.

PREPARATORY ACTIVITY/TASK: Developing Awareness and Collaboration

Before reading the underpinnings of the lesson, you are encouraged to answer these
questions and revisit them later once you are done with the required reading tasks.
After answering these questions, you are advised to collaborate with two of your
classmates via phone call or social media and share among yourselves your answers.
Write down their names and sharing for every question. Your outputs will be evaluated

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using these criteria: (1) The relevance of responses to questions – 20 points, (2)
substance- 20 points, and evidence of collaboration – 10 points. For these tasks, the
guide questions are as follows:

1. Why do you want to teach or why do you want to be a teacher?

2. What are your beliefs about teaching?
3. How can teaching be done at its best?
4. How do you deliver effective and meaningful teaching?

Developing Awareness Worksheet

Question #1:

First is to improve the quality of education. Second, To Give Back to Your Community. Third, To
Change the Lives of Students. Because becoming a teacher lets you impart life lessons that they
will never forget and puts you in a position to influence their decisions, behaviors, strengths,
weaknesses and imaginations. Essentially, becoming a teacher lets you take part in shaping the
next generation.

Question #2

I believe that Teachers do more than teach, and their impact extends far beyond the classroom. As
a teacher, you are more than just an educator: you are a mentor, a confidant and a friend.

Question # 3

When we know when to listen to students and when to ignore them. Also, by learning have a
positive attitude. When you also know how to take risks and when we enjoy our work.

Question #4

First, know your subject. Manage your behaviour. Be patient and fair at all times.
Collaboration Worksheet
Questions Names of Shared Answers to Questions

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 Collaborators

Q#1

Q#2

Q#3

Q#4

Your
responses to
the questions
Compariso
n
Their
responses to
the questions

CONCEPTUAL AND THEORETICAL UNDERPINNING

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On Philosophical Orientations

A study was written and published by Gilbert C. Magulod Jr. of Cagayan State University. This
paper was titled “Educational Philosophies Adhered by Filipino Preservice Teachers: Basis for
Proposing Initiatives for 21st Century Teacher Education Preparation Program.” Its purpose
was to ascertain the educational philosophies adhered to by Filipino preservice teachers. This
survey research was conducted to 76 pre-service teachers. Results showed that the “Filipino
preservice teachers espoused a very high adherence to progressivism educational philosophy
and high orientation to existentialism and reconstructionism. They also showed a moderate
adherence to perennialism and existentialism philosophies” (Magulod, 2017, p. 1). These results
indicated that the pre-service teachers have espoused a high student-centered teaching belief
with partial acceptance to teacher-centered teaching beliefs.

1. Essentialism, as a philosophical orientation, is a conservative perspective that concerns

so much on the education of students with the core competencies in a systematic ad disciplined
way. As such, its emphasis is on the development of the intellect and morals of the learners.
Thus, it provides training and education for the development of essential knowledge and skills
with academic rigor. These basic skills include reading, writing, speaking, and computing.
Somehow, it has similarities with perennialism as to the belief that the core of the curriculum
may change with the demands of the time. Specifically, it promotes the kind of education that
prepares individuals as valuable citizens. Also, it emphasizes teacher and subject matter.
Teachers should transfer validated facts to learners to develop their cognitive potentials.
Schools have the responsibility to transfer and preserve culture and tradition (Uyangör, Sahan,
Atıcı, & Börekc, 2016; Ergün, 2009;
Ercan, 2014).

2. Perennialism is another philosophical orientation. Its aim for education is to ensure that
learners acquire an understanding of the great ideas from Western culture and civilization. As a
focus, these ideas are believed to solve problems. These ideas are everlasting, unchanging so
human nature and the world the people live. Normally, the curriculum focuses on cultural
literacy and learners’ growth in enduring areas of studies. Its curriculum is centered on arts,
literature, laws, and principles of science. They inform us that humans are rational individuals.
Like essentialism, its priority is the cultivation of the intellect for a meaningful education. Both
the essentialism and perennialism are teacher-centered and sometimes considered as subjects-
centered. Thus, education is a mere transfer of knowledge and is limited in independent
learning.

3. Progressivism is shifting the focus of education to the learner instead of the teacher and
the subject. This orientation focuses on the whole child. The learners are the ones who would
test the ideas through experimentation if they work or not. Learning depends on experience and
the questions that the learners pose to themselves or by the teachers. Thus, the teachers should
provide a relevant and meaningful experience to learners. They should ask the right questions
that would guide learning. Explicitly, the learners are active agents of learning and they are not
mere recipients of knowledge.

4. Reconstructionism is another student-center philosophical orientation of education. It

aims for a better society and democracy. Education is the means to reach there. It tries to
address social questions that affect education. Its curriculum focuses on social reform as the

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main aim of education. Just like progressivism, it capitalizes on the learners’ experiences and
actions that address social problems. Its strategies in dealing with social issues include inquiry,
dialogue,

5. Existentialism is a philosophical orientation that believes in providing extensive and

comprehensive experiences in many forms. It aims for humanitarian education. Also, it aims to
develop learners with their full potential for self-fulfillment. This is to prepare learners for
every tragic situation and moment in their lives. It inculcates in learners the will to power. The
curriculum underlines the importance of self-realization, self-examination, autonomy, and
obedience. Freedom and liberation are among the most important contents of the curriculum.
For this, the curriculum is patterned after the individual needs of the learners instead of a very
formal curriculum. Since it is humanistic and humanitarian philosophy, it emphasizes the
offering of humanities subjects such as history, literature, philosophy, and art.

Note: For more details, you can look for other readings related to this topic.

FORMATIVE EXERCISE 1: Synthesis and Self-Assessment

Instructions: After exploring the conceptual and theoretical underpinning of the topic, you are
tasked to synthesize its key points and provide a reflection as you do a self-assessment. In this
task, please be guided by the questions below. Please use the synthesis and self-assessment
worksheet in accomplishing and submitting the outputs. After answering them, you are also
encouraged to collaborate with two of your classmates. Your outputs will be evaluated using
these criteria: (1) the synthesis is concise, substantial, and representative of the five orientations
- 25 points; (2) the synthesis is focused on the aims and goals of education – 10 points; and self-
assessment is anchored on chosen philosophy and personal experiences- 15 points

1. What are the goals/aims of education in each of the four philosophies/philosophical

orientations:
1.1 Essentialism
1.2 Perennialism
1.3 Progressivism
1.4 Reconstructionism and
1.5 Existentialism?

2. Considering your answers in four questions on developing awareness, in which

philosophy or philosophical orientation do you see yourself? And why?

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 Synthesis and Self-Assessment Worksheet

A. Synthesis on Goals/Aims of Education

1. Essentialism

2. Perennialism

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Sociological Perspectives of Education

Ballantine and Hammack (2012) wrote about three major sociological perspectives on
education. The table below illustrates the viewpoints of these perspectives.

Perspectives Assumptions
1. Functionalism In this perspective, education has several functions in society.
These functions include socialization, social integration, social
placement, and social and cultural innovation. All of these are
intended functions/purposes of education. In contrast, there are
also latent functions of education and these are unintended (e.g.
to marry while in schooling). Furthermore, education is seen as a
system where there are subsystems that function according to
the same purpose. So, if one subsystem does not work
accordingly, this can cause problems in other subsystems and to
education at large.
2. Conflict Theory In this perspective, education is seen as something that
promotes inequality. One example of a source of inequality is
the standardized test. Furthermore, schools receive a different
amount of funding and their learning conditions differ as well.
All of these would result in inequalities and disparities in
learning. Consequently, they may result in more serious social
inequality like job opportunities. That’s why some are employed
while others are unemployed and underemployed after
completing their education and training.
3. Symbolic This perspective centers its arguments on the social interaction
Interactionism in schools, particularly in the classrooms, playgrounds, and
other areas in the school where individuals can socialize. It
claims that
social interaction in schools affects the development of gender
roles and that teachers’ expectations of pupils’ intellectual
abilities. It also affects the way the learners learn and their
behaviors. As found, some educational problems are rooted in
social interaction and expectations.
Note: You may have additional readings about this topic.

ASSESSMENT

1. TedTalk
After learning the conceptual and theoretical underpinning of the lesson, it’s time for the
application of your knowledge on the topic. Earlier, you learned different philosophical
orientations. One or two of these may reflect the kind of teacher you want to be and the kind of
teacher you want to have in your journey towards fulfilling your dream. For this, you will be
making a 5-7-minute TedTalk (video). It is similar to a speech usually delivered in class or an
event. On this, you assume you are the guest at a conference. The very purpose of the invitation

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was to inspire young pre-service teachers by sharing unto them your philosophy in teaching.
Also, you articulate what you believe about teaching and anchor it on a philosophical
orientation that reflects yourself. By this, you would achieve the first learning outcome
“Articulated an understanding of philosophical and sociological perspectives of education,
especially on ensuring a responsive learning environment in the classroom.” With this task, you
need a camera or just a cellphone camera to document yourself while delivering a speech.

Instructions:

TedTalk Development Phase

1. Outline your TedTalk by identifying major points for every paragraph.
2. In the beginning, present a strong message to your audience in the form of a theme or a
thesis statement.
3. It would be nice to include the turning point or the time when you decided to become a
teacher. Mention the people who inspire you to become a teacher.
4. You may cite authors or authorities about teaching as you write about your teaching
philosophy or simply a belief about teaching.
5. Use appropriate transition or connectors of sentences and paragraphs to ensure that
your TedTalk is not monotonous.
6. Ensure that your TedTalk would reflect the kind of philosophical orientation/s. Thus,
you claim a philosophical orientation (e.g. I am an existentialist teacher on the process; I
am more of a progressivist…).
7. End your speech by summarizing the major points.
8. When you are done writing, have time for practice.

Actual Delivery
9. Set up the camera and document your TedTalk.
10. Greet them. Say a short introduction about you and thank them for the opportunity to
inspire them.
11. As you start your formal speech, say something that can hook your audience. Give them
a reason to listen and learn from you.
12. Your TedTalk (video) will be evaluated using these criteria:
12.1 Organization, grammar and effective use language – 20%
12.2 The inspiring element of the message- 30%
12.3 Mastery and spontaneity- 30%
12.4 Total quality of the delivery – 20%

2. Analytical Paper
To achieve the 2nd and 3rd learning outcomes, you are advised to proceed to make an analytical
paper. In some books, it is called an analytical essay. For this task, you are to use the lens of
functionalism in analyzing an issue and problem which are considered dysfunctional in the
system. One assumption of functionalism is that subsystems within a system should work for
the same goals. Everyone with this each subsystem participates not unless they become
dysfunctional. Remember, this perspective has identified two purposes or goals of education
the so-called intended or manifest, and the unintended or the latent. In doing this, please be
guided with these instructions:
1. Consider our educational system in the country, specifically the basic education
managed by the Department of Education. If you are not familiar with the system, you

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 may ask a teacher from DepEd who has been serving the agency for the last 3 years or
so.
2. Identify the dysfunctional components of the basic education system in the country.
These components do not support or contribute to the attainment of the educational
goals of DepEd.
3. Give more details in your talk and explain to the readers why the problem takes place.
4. As a pre-service teacher, you are to propose solutions that address the dysfunctional
components of the educational system.
5. In the last part, challenge the readers to join with you in taking actions in solving the
problems, the dysfunctional part/s of the system.
6. Label your analytical paper with very attractive title- representative of the problem and
the solution.

Analytical Paper Worksheet

Title
Introduction
(1-2 paragraphs
describing the
dysfunctional
component of the
educational system)
Cause/s (1-2
paragraphs
describing the
causes of the
dysfunction
component)
Effects (1-2
paragraphs de
Effect
(1-2 paragraph
describing the actual
and potential effects
of the dysfunctional
component)
Proposed Solutions
Note: Come up with
3 to 5 solutions

REFERENCES
[1] Ercan, R. (2014). Eğitimin Felsefi Temelleri. Eğitim Bilimine Giriş. (8. Baskı). In Saylan, N.
(Ed.) Ankara: Anı Yayıncılık.
[2] Ergün, M. (2009). Eğitimin Felsefi Temelleri. Eğitim Bilimine Giriş. In Demirel, Ö. and Kaya,
Z. (Eds.) (2009). Ankara: PegemA. Yayınları.
[3]Magulod, G. C. (2017). Educational Philosophies Adhered by Filipino Preservice Teachers:
Basis for Proposing Initiatives for 21st Century Teacher Education Preparation Program.
Asia Pacific Journal of Multidisciplinary Research, 5(1), 185-192. https://bit.ly/3cYa8mx

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[4] Reyes, F. C., (2002). Unveiling teaching expertise: a showcase of sixty-nine outstanding teachers in
the Philippines. Manila: De La Salle University Press, Inc.
[5] Uyangör, N., Sahan, H. H., Atıcı, S., & Börekc, C. (2016). An Analysis of Educational
Philosophies and Teacher Competencies. International Journal of Current Research, 8,
(04), 30100-30106.

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