FOUNDATION OF EDUCATION

1. THE TEACHER
AND THE COMMUNITY,
SCHOOL, CULTURE AND
ORGANIZATIONAL
LEADERSHIP
WEEK 1 (LECTURE #1)

2. COURSE DESCRIPTION
This course focuses on society as a context upon
which the schools have been established.
Educational philosophies that are related to the
society as a foundation of schools and schooling
shall be emphasized. Further, principles and
theories on school culture, social and
organizational leadership shall be included to
prepare prospective teachers to become school
leaders an managers.
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3. OBJECTIVES OF THE COURSE
 Articulate the rootedness of education in the
philosophical, socio-cultural, historical, legal
and political context Explain how cultural and
global issues affect communication.
 Establish school-community partnerships to
enrich the learning environment and to
strengthen community’s engagement in the
educative process.
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4. OBJECTIVES OF THE COURSE
 Link teaching-learning to the experiences,
interests and aspirations of the wider school
community and other stakeholders Create
clear, coherent, and effective communication
materials.
 Demonstrate fulfillment of the professional
obligation to uphold professional ethics,
accountability and transparency. Write and
present academic papers using appropriate
tone, style, conventions, and reference styles
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5. OBJECTIVES OF THE COURSE
 Promote professional and harmonious
relationships with internal (learners, parents,
fellow teachers and school head) as well as
external stakeholders (local officials, NGOs,
alumni, and all others in the wider community);
 To discuss leadership and management styles
that establish positive school culture for
effective school performance.
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6. 6 PHILOSOPHICAL
THOUGHTS IN
EDUCATION

7. John Locke (1632-1704):
The Empiricist Educator
For John Locke education is not
acquisition of knowledge contained
in the Great Books, but learners do
interact with concrete experiences,
comparing and reflecting on the
same concrete experience.
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8. Herbert Spencer (1820-1903):
Utilitarian Education
Spencer’s educational theory is
called “Social Darwism”. His
concept of “survival of the fittest,”
that human development had gone
through an evolutionary series of
stages.
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9. Herbert Spencer (1820-1903):
Utilitarian Education
The simple to complex
■ From the uniform to the more specialized
activity
■ Through evolutionary process
■ Curriculum aspect-related to human survival
■ Not inclined to rote learning
■ Schooling be related to life activities needed to
earn a living
■ Individual competition leads to social progress.
He who is fittest survives. (Ornstein,1984)
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10. John Dewey (1859-1952):
According to him Schools are for the
People and By the People
Dewey's philosophy of education highlights
the importance of imagination to drive
thinking and learning forward, and for
teachers to provide opportunities for
students to suspend judgement, engage in
the playful consideration of possibilities,
and explore doubtful possibilities.
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11. George Counts (1889-1974):
Building a New Social Order
For any societal change, instrument for
these is the schools and teachers whose
tasks for the implementation for school
improvement. Teachers are called to make
choices in areas of economics, politics and
morality to avoid failure. Furthermore,
schools ought to
provide education that afford equal
learning opportunities to all students.
(Ornstein, A.
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12. Theodore Brameld (1904-1987):
Social Reconstruction
Like John Dewey and George Counts,
social reconstructionist are convinced that
education is not a privilege but a right to be
enjoyed by all. He founded social
reconstructionism as a response to the
horrors of WWII. He believed that
education had the responsibility to mold
human beings into a cohesive and
compassionate society.
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13. Paulo Freire, believed that school
systems must be changed:
A. to overcome expression and
improve human conditions,
B. democratic relationship between
the teachers and students,
C. that education and literacy a
vehicle for social changes,
D. dialogue is most concern on
critical pedagogy.
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