LEARNING MODULE 2

in

ED 304
The Teacher and the Community,
School Culture and Organizational
Leadership

LIANE ROSE H. AVENTURADO

Instructor

Name: _________________________________________________
Section: ________________________________________________
Time: __________________________________________________
Score: __________________________________________________
TABLE OF CONTENTS:

LESSON 1: Social Science Theories and Their Implications to Education

• Structural-functional Theory
• Conflict Theory
• The Symbolic Interactionist Theory Perspective

LESSON 2: The Strengths and Weaknesses of the Filipino Character: A Socio-Cultural

Issue

• Filipino Character: Strengths and Weaknesses

• Values Education in Schools

COURSE OUTLINE

Discipline Program Professional Education Curriculum

Course Code ED 304 Course The Teacher and the Community,
Title School Culture and Organizational
Leadership
Credit Units 3 Duration
rd
Program Placement 3 Year, 2nd Prerequisite
Sem
COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOME

This course focuses on society as a context upon which the schools have been established.
Educational philosophies that are related to society as a foundation of schools 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.

At the end of the semester, the students must have:

1. Demonstrate an in-depth understanding of the connections between the school and society;
2. Demonstrate critical understand on the influence of school culture on the roles of teachers and
student learning;
3. Exhibit critical attitude towards effective organizational leadership and ethos; and
4. Demonstrate appreciation on the role of schools in creating culture of peace in the society.

All these are achieved through (4.2.1) excellent instruction, relevant and responsive research
and/or extension services and quality-assured production (4.3.1.1.) if a true NORSUnian with the core
values of SAPPHIRE needed to (4.1.1.) become dynamic, competitive, and globally responsive.

COURSE OUTLINE

Timeframe (Week & Topic Timeframe (Week Topic

Hour) & Hour)
1–2 NORSU Preliminaries 7-10 Module 2
(March 29 – April Orientation and Discussion on (May 10 – June 4) • Social Science
11) Course Preliminary Module Theories and
Their
Implications to
Education
• The Strengths
and Weaknesses
of the Filipino
Character: A
Socio-Cultural
Issue
3–6 Module 1 11-14 Module 3
(April 12 – May 7) (June 7 – July 2)
 • Philosophical • Global Issues
Thoughts on that Concern
Education Schools and
• Historical Foundation Society
of Education • The Why and
How of School
and Community
Partnership
COURSE REQUIREMENT COURSE GRADING SYSTEM
Students are required to comply with
the following requirements:
Learning Activities ………………………. 15%
Outputs: Assessment ………………………………. 15%
Learning Activities Assignments ……………………………... 10%
Assessment/Practice Task Projects ..…………………………………. 20%
Assignments Major Examinations .…………………….. 40%
ProjectsAttendance Final Grade = 100%

Major Examinations/Presentations:
Midterm Examination Computation of Final Grade:
Final Term Examination
𝑀𝑖𝑑𝑡𝑒𝑟𝑚 𝐺𝑟𝑎𝑑𝑒+𝐹𝑖𝑛𝑎𝑙 𝑇𝑒𝑟𝑚 𝐺𝑟𝑎𝑑𝑒
= Semester Grade
2

Cut-off or required grade in relation to the course/program

standard is 83

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented below.

1. The chapter module contains two (2) lessons. Each lesson is explained substantively. Read the
details thoroughly so that you could fully understand the lesson.

2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each
lesson. SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read
them heartily.

3. You must answer the Learning Activities/Exercises (LAEs) and Analysis. The LAEs are designed
to help you acquire the SLOs.

4. If you have questions, reactions or reflections about the contents or activities in the module, feel
free to communicate with me if you have questions, reactions, or reflections about the module’s
contents or activities.

5. If you wish to learn more on this module, please refer to the list of references for further reading.

6. The Practice Task/Assessment and the Assignment shall be checked by me.

7. DO NOT SHARE OR REPRODUCE; THIS IS FOR OUR CLASS ONLY.

 MODULE 2: SOCIAL SCIENCE THEORIES AND
SOCIO-CULTURAL ISSUES

Sociologists see education as one of the major institutions that constitutes society. While theories guide
research and policy formulation in the sociology of education, they also provide logical explanations for
why things happen the way they do, and it help sociologist understand educational systems.

This module presents the social science theories of education and the socio-cultural issues in the Philippine
education system.

LESSON 1: SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS TO EDUCATION

LEARNING OUTCOMES:

• Identify three social science theories

• Differentiate the various social science theories
• Explain the implications of the three social science theories
• Draw relevant life lessons, realizations and significant values learned from this topic

Sociologists today employ three primary theoretical perspectives: the functionalist perspective, the conflict
perspective, and the symbolic interactionist perspective. These perspectives offer sociologists theoretical
paradigms for explaining how society influences people, and how people influence society. Each
perspective uniquely conceptualizes society, social forces and human behavior.

THREE SOCIAL THEORIES

1. Structural-functional Theory

Parsons’ structural functionalism has four functional imperatives for all “action” systems, embodied in his
famous AGIL scheme. The following are the four functional imperatives which are necessary for all
systems:
• Adaptation: A system must cope with external situational exigencies. It must adapt to its
environment and adapt environment to its needs.
• Goal attainment: A system must define and achieve its primary goals
• Integration: A system must regulate the interrelationship of its component parts. It must also
manage the relationship among the other three functional imperatives.
• Latency: A system must furnish, maintain, and renew both the motivation of individuals and the
cultural patterns that create and sustain the motivation.

Parsons designed the AGIL scheme to be used at all levels in this theoretical system. The behavioral
organism is the action system that handles the adaptation function by adjusting to and transforming the
external world. The personality system performs the goal-attainment function by defining system goals and
mobilizing resources to attain them. The social system copes with the integration function by controlling
its component parts. Finally, the cultural system performs the latency function by providing actors with the
norms and values that motivate them for action (Ritzer, 2000). Parsons’ four action systems are shown
below.

Cultural System Social System

Action System Personality System

Parsons’ conception of the social system begins at the micro level with interaction between ego and alter
ego, defined as the most elementary form of the social system. He described a social system as something
which consists of a plurality of individual actors interacting with each other in a situation which has at least
a physical or environmental aspect, actors who are motivated in terms of a tendency to the “optimization
of gratification” and whose relation to their situations, including each other, is defined and mediated in
terms of a system of culturally structured and shared symbols.

The key principles of the functionalist perspective (Farley, 1990) include the following:

1. Interdependency. Society is made up of interdependent parts. Society is dependent to some extent

on other parts of society, so that what happens at one place in society has important effects
elsewhere.
2. Functions of Social Structure and Culture. Social system exists because it serves some function.
This principle is applied to social structure and culture. Social structure refers to the organization
of society, including its institutions, its social positions, and its distribution of resources. Culture
refers to a set of beliefs, language, rules, values and knowledge held in common by members of a
society.
3. Consensus and cooperation. Societies have a tendency toward consensus; that is to have certain
basic values that nearly everyone in the society agrees upon.
4. Equilibrium. Once a society has achieved the form that is best adapted to its situation, it has reached
a state of balance or equilibrium, and it will remain in that condition until it is forced to change by
some new condition.

Social structures
provide preset
patterns which evolve
to meet human needs

Stability, order, and Maintenance of

harmony society

Herbert Spencer, one of the proponents of structural-functional theory, views society as “a system of
interconnected parts each with a unique function. The parts have to work together for stability and balance
of society.” According to him, society is compared to the human body with different but interrelated parts
performing different functions. Just as the human body has many parts, society has different but interrelated
components such as the family, the state, the school, the Church, mass media, economics. These must
coordinate and collaborate for society to function well. If one part of the human body does not function
well, the whole body is affected. In the same way, when one component of society does not do its part,
society will not function well. The overall health of the organism (society) depends upon the health of each
structure.

Structural functionalism puts emphasis on social order and social stability.it claims that society is made up
of different institutions or organizations that work together in cooperation – to achieve their orderly
relationship and to maintain social order and stability.

The functionalist theory of education focuses on how education serves the need of society through the
development of skills encouraging social cohesion. The role of schools is to prepare students for
participation in the institutions of society. Education is concerned with transmission of core values for social
control. Education is concerned with socializing people by bringing together people from different
backgrounds. The functionalist theory is focused on social stability and solidarity. Functionalists see
education as a beneficial contribution to an ordered society.

Functionalism does not encourage people to take an active role in changing their social environment, even
when such change may benefit them. Instead, functionalism sees active social change as undesirable
because the various parts of society will compensate naturally for any problems that may arise.
Purposes of Schooling According to Functionalists

• Intellectual purposes – acquisition of cognitive skills, inquiry skills

• Political purposes – educate future citizens; promote patriotism; promote assimilation of
immigrants; ensure order, public civility and conformity to laws
• Economic purpose – prepare students for later work roles; select and train the labor force needed
by society
• Social purposes – promote a sense of social and moral responsibility, serve as a site for the solution
or resolution of social problems; supplement the efforts of other institutions of socialization such
as the family and the church.

2. Conflict Theory

There are always two opposing sides in a conflict situation. People take sides between maintaining the
status quo and introducing change then arrive at an agreement. Conflict theory welcomes conflict for that
is the way to the establishment of a new society. Conflict theorists find potential conflict between any
groups where inequality exists: racial, gender, religious, political, economic, and so on. Conflict theorists
note that unequal groups usually have conflicting values and agendas, causing them to compete against one
another. This constant competition between groups forms the basis for the ever-changing nature of society.

The factory workers want change – better working conditions, higher salaries. The factory owners naturally
are opposed to such. The resolution of the conflict, however, leads to a compromise, a change in the way
the factory is managed where both workers and owners are happy.

The conflict perspective assumes that social behavior is best understood in terms of conflict or tensions
between competing groups.

Social structures produce

The conflict model is patterns of inequality in the
concerned with the distribution of scarce
stresses and conflicts resources
that emerge in society
because of competition
over scarce resources.
It focuses on the
inequalities that are Conflict
built into social
structures rather than
on those that emerge
because of personal
characteristics. Reorganization of
Change

Conflict theory grew out of the work of Karl Marx and focuses on the struggle of social classes to maintain
dominance and power in social system. The conflict theorists are interested in how society’s institutions –
the family, government, religion, education, and the media – may help to maintain the privileges of some
groups and keep others in a subservient position. Their emphasis on social change and redistribution of
resources makes conflict theorists more “radical” and “activities” than functionalists (Schaefer, 2003).

How Proponents of Conflict Theory Regard Education

According to the conflict theory, education is not truly a social benefit or opportunity as seen by the
functionalists. Rather, education is a powerful means of maintaining power structures and creating a docile
work force for capitalism. The purpose of education is to maintain social inequality and to preserve the
power of those who dominate society and teach those in the working class to accept their position as a
lower-class worker of society. Conflict theorists call this the “hidden curriculum”. The “hidden” curriculum
socializes young people into obedience and conformity for them to be developed as docile workers.

Functionalists disagree strongly. They assert that if schools teach adherence to policies, obedience to rules,
respect for persons including authority, punctuality and honesty, civil right it is because they are the very
principles dear to a democratic way of life. It is not because they want to make the workers remain docile,
unquestioning and subservient forever while those in power remain in power.

3. The Symbolic Interactionist Theory Perspective

Interactionist theories attempt to make the “commonplace strange” by turning on their heads everyday taken
-for-granted behaviors and interactions between students and students and between students and teachers.

Three tenets of symbolic interactionist theory are:

1. An individual’s action depends on meaning. We act based on the meaning we give to symbols.
Symbols can be actions, objects or words. If a student understands that teacher believes in his/her
ability he/she tries his/her best prove that indeed he/she is able. If a teacher does otherwise, a student
tends to behave in accordance with teacher’s poor perception.
2. Different people may give different meanings to the same thing. When teachers are strict, some
students see it as an expression of care. Others may rebel because they perceive teacher’s behavior
as limiting their moves and desires.
3. Meanings change as individuals interact with one another. After you have taught well, your first
impression of teaching as boring is changed to teaching is exciting.

Principles of Symbolic Interactionism:

1. Human beings unlike lower animals, are endowed with a capacity for thought.
2. The capacity for thought is shaped by social interaction.
3. In social interaction, people learn the meanings and the symbols that allow them to exercise their
distinctively human capacity for thought.
4. Meanings and symbols allow people to carry on distinctively human action and interaction.
5. People are able to modify or alter meanings and symbols that they use in action and interaction on
the basis of their interpretation of the situation.
6. People are able to make these modifications and alterations because, in part, of their ability to
interact with themselves, which allows them to examine possible courses of action, assess their
relative advantages and disadvantages, and then choose one.
7. The intertwined patterns of action and interaction make up groups and societies.

Implications to Teaching

Teachers should continue to teach for meaning and should promote and create opportunities for genuine
interaction among/between students and teachers.

Teachers should use positive symbols – in the form of gestures, words, actions and appearances – to express
our trust, belief in our students’ abilities, an affirmation of their being.

The symbolic interactionist perspective, also known as symbolic interactionism, directs sociologists to
consider the symbols and details of everyday life, what these symbols mean, and how people interact with
each other.

According to symbolic interactionist perspective, people attach meanings to symbols, and then they act
according to their subjective interpretation of these symbols. Verbal conversations, in which spoken words
serve as the predominant symbols, make this subjective interpretation especially evident. The words have
a certain meaning for the “sender”, and, during effective communication, they hopefully have the same
meaning for the “receiver.” In other terms, words are not static “things”; they require intention and
interpretation. Conversation is an interaction of symbols between individuals who constantly interpret the
world around them. To ensure mutual understanding, the sender of the symbol and the receiver of the
symbol must give the same meaning to the symbol or run the risk of misunderstanding.
Faulty communication can result from differences in the perception of the same events and symbols. Did
you experience this in your activity of giving symbols of caring? While you looked at your symbol as
something expressing your love and care, your partner may have not understood it that way at all. This
happens in real life. It is important that our symbols are understood by others in the way they were intended
to be. Sometimes it happens in the language (which is a symbol) we speak. Often we are misunderstood or
we misunderstand others. So let’s keep on communicating.

Weakness of Symbolic Interaction Theory

Critics claim that symbolic interactionism neglects the macro level of social interpretation – the “big
picture.” In other words, symbolic interactionists may miss the larger issues of society by focusing too
closely on the “trees” or by restricting themselves to small or individual interactions.

Symbolic interactionism traces its origins to Max Weber’s assertion that individuals act according to their
interpretation of the meaning of their world. However, it was the American philosopher George H. Mead
(1863-1931) who introduced this perspective to American sociology in the 1920s.

ACTIVITY:

1. Cite how schools at present are working on the realization of the following 4 purposes as cited by
the functionalists.

The purposes of schooling according to the functionalist theory are:

a. Intellectual purposes – acquisition of cognitive skills, inquiry skill
b. Political purposes – educate future citizens; promote patriotism; promote assimilation of
immigrants; ensure order, public civility and conformity to laws
c. Economic purposes – prepare students for later work roles; select and train the labor force
needed by society
d. Social purposes – promote a sense of social and moral responsibility; serve as a site for the
solution or resolution of social problems; supplement the efforts of other institutions of
socialization such as the family and the church.

2. Adherence to the conflict theory claim that schools teach loyalty so that those in power remain in
power and those below will forever be at the bottom. Do you agree? Why or why not?

TEACHER’S INTERVENTIONS:

A directory for all the students enrolled for this course was created by the teacher. The directory includes
the student’s name, address, preferred learning delivery mode, available gadgets, contact number, email
address and connectivity. Students who have any questions, clarifications or concerns regarding the subject
can contact me thru my messenger, https://www.facebook.com/wise.smith.7564, or email,
ws566513@gmail.com.

FEEDBACK TO ASSESSMENT:

The questions in the Activity will test the students’ comprehension, analyzing and other higher-order
thinking skills. Varied answers may yield from the students.

Please be guided with the following rubric in answering your activity, assessment and assignment.
Write all your answers in a separate document and send it thru my email, ws566513@gmail.com on or before
May 28, 2021.

RUBRIC (For reference only)

Category Score 1 (0-1 point) Score 2 (2-3 point) Score 3 (4-5 point) Score
Mechanics Answer is incorrect. Partially answers the Answers the questions
Many grammatical, question. Some correctly. No
spelling or punctuation grammatical, spelling or grammatical, spelling
errors and sentences are punctuation errors and or punctuation error.
fragmented and are not very few sentences are Sentences are well-
varied. constructed and varied.
 well-constructed and
varied
TOTAL SCORE:
Note: Late submission of outputs will be deducted by 3 points.

ASSESSMENT: Identify the social science theory that is referred to in the sentences below.

1. When one institution fails to function, another institution ought to come in to perform the function
for the stability of society.
2. A new society comes because of the resolution of clash between the powers that be and the workers.
3. Differences in meaning of symbols for both sender and receiver result to misunderstanding.
4. One weakness of this theory is this is focused on small interactions.
5. Schools teach humanitarian attitude, altruism, democracy, civil rights, and other positive aspects
of society to preserve society and social order.
6. The overall health of society depends upon the healthy functioning of its institutions.
7. When one institution fails to perform its function, the other institutions showed come I for the
preservation of society.
8. Meanings that individuals give to symbols change over time.
9. Two opposing sides are welcomed. This paves the way to change.
10. Faulty communication can result from differences in the perception of the same events and
symbols.

ASSIGNMENT: LET’S REFLECT

I learned that ________________________________________________________________

___________________________________________________________________________
I realized that ________________________________________________________________
___________________________________________________________________________
I was pleased that ____________________________________________________________
___________________________________________________________________________
I was not aware that ___________________________________________________________
___________________________________________________________________________

REFERENCES:

Prieto, Nelia G., et. al (2019). “The Teacher and the Community, School Culture and Organizational
Leadership.” Manila: Lorimar Publishing, Inc.

Vega, Violeta A., et. al (2009). “Social Dimensions of Education.” Manila: Lorimar Publishing, Inc.
LESSON 2: THE STRENGTHS AND WEAKNESSES OF THE FILIPINO CHARACTER: A
SOCIO-CULTURAL ISSUE

LEARNING OUTCOMES:

At the end of the lesson, the students will be able to:

• Discuss the strengths and weaknesses of the Filipino Character

• Cite ways by which schools can counteract the weaknesses of the Filipino character
• Identify the weaknesses of the Filipino character that applies to them

Schools are there for society. Their relevance is proven by their ability to address socio-cultural problems.
What are these social issues or problems that schools should help address? We have a number of them but
let’s focus on the weaknesses of the Filipino character. The strengths of the Filipino character will also be
cited for a balanced presentation. Besides, schools can capitalize on the strengths of the Filipino character
to eliminate the weaknesses.

THE FILIPINO CHARACTER: STRENGTHS AND WEAKNESSES

In 1998 Senator Leticia Shahani submitted to the Senate this Report titled “ A Moral Recovery Program:
Building a People,. Building a Nation”. This report cites the strengths and weaknesses of the Filipino
character.

Moral Recovery Program. It is a movement which aims to mobilize all Filipinos for nation-building
through the practical exercise of human values in our daily lives as citizens and to awaken us all to the
power of these values in achieving our individual and national goals. It seeks the empowerment of all our
people – the poor, the middle class and the rich – through the sustained application of human values and
code of collective existence.

Four Pillars of Moral Recovery Program

1. Maka-Diyos
2. Maka-Bayan
3. Maka-Tao
4. Maka-Kalikasan

Strengths of the Filipino Character

1. Pakikipagkapwa-tao – Filipinos are open to others and feel one with others. We regard others
with dignity and respect and deal with them as fellow human being. Pakikipagkapwa-tao is
manifested in a basic sense of justice and fairness and in concern for others. It is demonstrated
in the Filipino’s ability to empathize with others, in helpfulness and generosity in times of need
(pakikiramay), in the practice of bayanihan or mutual assistance, and in the famous Filipino
hospitality.
2. Family Orientation – Filipinos possess genuine and deep love for family which includes not
simply the spouse and children, parents, and siblings, but also grandparents, aunts, uncles,
cousins, godparents, and other ceremonial relatives. To the Filipino, one’s family is the source
of personal identity, the source of emotional and material support, and one’s main commitment
and responsibility.
3. Joy and Humor – Filipinos have a cheerful and fun-loving approach to life and its ups and
downs. We have a pleasant disposition, a sense of humor and a propensity for happiness that
contribute not only to the Filipino charm but also to the strength of the Filipino spirit.
4. Flexibility, adaptability, and creativity - Filipinos have a great capacity to adjust and adapt to
circumstances and the surrounding environment, both physical and social. Unplanned or
unanticipated events are never overly disturbing or disorienting and the flexible Filipino adjusts
to whatever happens. We are creative, resourceful, quick learners, and can improvise and make
use of whatever is on hand in order to create and produce.
 5. Hard work and Industry – Filipinos have the capacity for hardwork given proper conditions.
The desire to raise one’s standard of living and to possess the essentials of a decent life for
one’s family, combined with the right opportunities and incentives, makes the Filipino work
very hard.
6. Faith and Religiosity – Filipinos have deep faith in God. Our innate religiosity enables us to
comprehend and genuinely accept reality in the context of God’s will and plan. Thus, tragedy
and bad fortune are accepted and some optimism characterizes even the poorest lives. Filipinos
live very intimately with religion. Prayer is an important part of our lives.
7. Ability to Survive – Filipinos have the ability to survive, which is manifested in our capacity
for endurance despite difficult times and in our ability to get by on so very little. Filipinos make
do with what is available in the environment.

Weaknesses of Filipino Character

These weaknesses are rooted in many factors: home, social and economic environment; culture and
language; history; religion; educational system; mass media; leadership and role models.

1. Extreme Family Centeredness – while concern for the family is one of the Filipino’s greatest
strengths, in the extreme it becomes a serious flaw. Excessive concern for the family creates an in-
group to which the Filipino is fiercely loyal to the detriment of concern for the larger community
or for the common good.
2. Extreme Personalism – Filipinos view the world in terms of personal relationships and the extent
to which one can personally relate things and people determines the recognition of their existence
and the value given to them. A sincere question may be viewed as a challenge to one’s competence;
positive feedback may be interpreted as a sign of special affection.
3. Lack of Discipline – the Filipino’s lack of discipline encompasses several related characteristics.
We have a casual and relaxed attitude towards time and space which manifest itself in lack of
precision and compulsiveness, in poor time management and in procrastination.
4. Passivity and Lack of Initiative – Filipinos are generally passive and lacking in initiative. One
waits to be told what must be done. There is strong reliance on others to do things for us. This is
related to one’s attitude towards authority. Filipinos have a need for strong authority figure and feel
safer and more secure in the presence of such an authority.
5. Colonial mentality – Filipinos have a colonial mentality which is made up of two dimensions: the
first is a lack of patriotism or an active awareness, appreciation, and love of the Philippines, the
second is an actual preference for things foreign.
6. Kanya-Kanya Syndrome/Talangka mentality – Filipinos have a selfish, self-serving attitude that
generates a feeling of envy and competitiveness towards others, particularly one’s peers who seem
to have gained some status or prestige.
7. Lack of self-analysis and self-reflection – There is a tendency in the Filipino to be superficial and
even somewhat flighty. In the face of serious problems, both personal and social, there is lack of
analysis or reflection. We joke about the most serious matters and this prevents us to look deeply
into the problem.
8. Emphasis on porma rather than substance -This lack of analysis and emphasis on form is
reinforced by an educational system that is more from than substance.

There is so much good in the Filipino but so much needs to be changed, too. Many of our strengths as a
people are also sources of our weaknesses. Shahani’s report (1988) explains that family orientation becomes
in-group orientation that prevents us from reaching out beyond the family to the larger community and the
nation. In our personalism, we are warm and caring but this leads us to lack of objectivity. We are concerned
with people we know but unfair to people we don’t know. In our flexibility, we compromise precision and
discipline. We are a joyful people with a sense of humor but we can’t take things with humor all the time
for serious problems need serious analysis. Our faith in God is our source of strength but this makes us
dependent on forces outside us, do nothing that makes us submissive to God’s will. We are good at
pakikipagkapwa-tao and so we can easily empathize, but we can at the same time be envious of others. we
can be hardworking and yet can be lazy and passive in the workplace.
GOALS FOR CHANGE
Based on the strengths and weaknesses of the Filipino, the goals for change are proposed:

To develop in the Filipino –

• A sense of patriotism and national pride, a genuine love, appreciation and commitment to the
Philippines and things Filipino.
• A sense of common good, the ability to look beyond selfish interests, a sense of justice and a sense
of outrage at its violation.
• A sense of integrity and accountability, and aversion towards graft and corruption in society and
an avoidance of the practice in one’s daily life.
• The value and habits of discipline and hard work.
• The value and habits of self-reflection and analysis, the internalization of spiritual values, the
emphasis of essence rather than form.

VALUES EDUCATION IN SCHOOLS

Senator Shahani’s Report was given in 1988. But its findings as reported may still be true today. The
Department of Education has as its vision to help develop… “Filipinos who passionately love their country
and whose values and competencies enable them to realize their full potential and contribute meaningfully
to building the nation.” It has as its core values – maka-Diyos, maka-tao, magkakalikasan and makabansa.
This can be an uphill battle for Philippine schools to realize these considering the: 1) extreme family
centeredness, 2) extreme personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5) colonial
mentality, 6) kanya-kanya syndrome, talangka mentality, 7) lack of self-analysis and self-reflection, and 8)
emphasis on porma rather than substance.

So that it will not be “more form than substance” as described in Senator Shahani’s Report, Philippine
schools must intensify values education in the curriculum. In fact, in response to this Report, Values
Education now Edukasyon sa Pagpapakatao in K to 12 Curriculum, was introduced as a separate subject in
the basic education curriculum under the Values Education Framework program of Dr. Lourdes
Quisumbing, then Department of Education, Culture, and Sports Secretary in 1988-1990. The Values
Education Framework was conceptualized in 1987. In 2002, the Basic Education Curriculum (Grade 1-6,
and First-Fourth Year High School) integrated values in the major learning areas or subjects. Beginning
with the K to 12 Curriculum in 2013, Values Education was renamed Edukasyon sa Pagpapakatao (ESP)
for Grades 1-10. In the Senior High Curriculum (Grades 11-12), there is no course with the title, Values
Education or Edukasyon sa Pagpapakatao but core courses such as Introduction to the Philosophy of the
Human Person and Personal Development, are in essence, Values Education subjects themselves.

ACTIVITY:

1. Do you agree with all the weaknesses of the Filipino character, as cited in the Report: “A Moral
Recovery Program: Building a People, Building a Nation”
2. One weakness of the Filipino character is lack of analysis and emphasis on form (porma). The
report states that this lack of analysis and emphasis on form are reinforced by an educational system
that is more form than substance.

- What is meant by an educational system that is more form than substance?

- Do you agree that the Philippine education system is more form than substance? If yes, why?
If not, why not?

ASSESSMENT:

1. In a post-observation conference, school head cites points for improvement for the teacher
observed. It happens that there are more points for improvement than positive points. Teacher
concludes the school head is biased against her. Which Filipino weakness is revealed? What should
be done?
 2. What should be done in the Philippine basic education system so that it is more substance than
form?

3. Based on Sen. Shahani’s Report, Chapter IV as written by Patricia B. Licuanan, once Chair of the
Commission on Higher Education of the Philippines, schools have contributed to the development
of Filipino passivity and lack of critical thinking:

Aside from the influences of the formal curriculum, there are the influences of the “hidden
curriculum”, i.e., the values taught informally by the Philippine school system. Schools are highly
authoritarian with the teachers as central focus. The Filipino student is taught to be dependent on
the teacher, so he attempts to record verbatim what the teacher says and to give this back in its
original form with little processing during examination.

Teachers reward well-behaved and obedient students and are uncomfortable with those who ask
questions and express different viewpoints…Critical thinking is not learned in school.

Does this picture still hold true today? Why or why not?

TEACHER’S INTERVENTIONS:

A directory for all the students enrolled for this course was created by the teacher. The directory includes
the student’s name, address, preferred learning delivery mode, available gadgets, contact number, email
address and connectivity. Students who have any questions, clarifications or concerns regarding the subject
can contact me thru my messenger, https://www.facebook.com/wise.smith.7564, or email,
ws566513@gmail.com.

FEEDBACK TO ASSESSMENT:

The questions in the Activity will test the students’ comprehension, analyzing and other higher-order
thinking skills. Varied answers may yield from the students.

Please be guided with the following rubric in answering your activity, assessment and assignment.
Write all your answers in a separate document and send it thru my email, ws566513@gmail.com on or before
May 28, 2021.

RUBRIC (For reference only)

Category Score 1 (0-1 point) Score 2 (2-3 point) Score 3 (4-5 point) Score
Mechanics Answer is incorrect. Partially answers the Answers the questions
Many grammatical, question. Some correctly. No
spelling or punctuation grammatical, spelling or grammatical, spelling
errors and sentences are punctuation errors and or punctuation error.
fragmented and are not very few sentences are Sentences are well-
varied. well-constructed and constructed and varied.
varied
TOTAL SCORE:
Note: Late submission of outputs will be deducted by 3 points.

ASSIGNMENT:

1. List the strengths of the Filipino character then in a phrase or clause, explain when that strength
becomes a weakness.
2. Which of the weaknesses of the Filipino character applies to you? Have schools helped you to
counteract such weakness/es?

REFERENCES:

Vega, Violeta A., et. al (2009). “Social Dimensions of Education.” Manila: Lorimar Publishing, Inc.

Marte, Nonita C. “Legal Bases of Values Education - PNU Let Reviewer.” Manila, Philippines.