PROF ED NOTES - SOCIAL DIMENSION OF EDUCATION

 SOCIAL DIMENSIONS OF EDUCATION

• Philosophy is defined as the quest for truth based on logical reasoning aside from factual observation.

• The BRANCHES OF PHILOSOPHY are Metaphysics, Epistemology, Axiology, and Logic.

• Metaphysics deals with the nature of being and reality, essence, truth, space, time, causation, the essence of God, and the origin and purpose of the universe.

• The subdivisions under METAPHYSICS are Cosmology, Teleology, and Ontology.

• Cosmology explains and theorizes on the origin and the nature of the universe including creationism and evolutionism.

• Teleology explains the purpose of the universe.

• Ontology deals with the meaning of existence and tries to resolve the question of whether existence is identical with space, time, nature, spirit, or God.

• Epistemology is the study of knowledge.

• The subdivisions under EPISTEMOLOGY are Agnosticism, Skepticism, Posteriori, and Priori.

• Agnosticism is the doctrine that conclusive knowledge of ultimate reality is an outright impossibility and claims that it is impossible for man to prove the existence of God.

• Skepticism is the doctrine that any true knowledge is impossible and everything is open to doubt.

         • The advocates of SKEPTICISM were Pyrrho and Rene Descartes.

• Posteriori advanced the idea that knowledge comes from experience.

• Priori is the reasoning that knowledge comes from pure reason alone, and knowledge is independent and comes from experience.

• Deductionis reasoning through a process that is from a general principle to specific included within the scope of that principle.

• Syllogism is argumentation in which a conclusion is derived from two propositions called premises.

• Major term is the predicate of conclusion found in the major premise.

• Minor term is the subject of conclusion – found in the minor premise.

• Middle term is found in two premises and not in the conclusion.

• Dialect is a means of discovering the truth by proceeding from an assertion or thesis to a denial or antithesis and finally reconciling the two into synthesis.

• Human act is an act that proceeds from the deliberate free will of man.

• Acts of Man is an act that does not proceed from the deliberate the free will of man is sometimes instinctive.

• Axiology seeks to rationalize the questions like what is value and what are the values to be desired in living and the like.

• The two subdivisions of AXIOLOGY are Ethics and Aesthetics.

• Ethics is defined as the art and science that deals with the morality of human acts.

• Morality means the distinction between right and wrong.

• Aesthetics is fundamentally concerned with beauty and standards or tests of values.

• Logic is the science and art of correct thinking and correct reasoning.

• The different areas of concern of LOGIC are Induction, Deduction, Syllogism, and Dialect.

• Induction is reasoning that is done through the process of inferring a general law or principle from the observation of particular instances to a general conclusion.

• The three TYPES OF HUMAN ACTS in relation to reason are Good, Evil, and Indifferent.

• Good is in harmony with the dictates of right reason.

• Evil is in opposition to the dictates of reason.

• Indifferent is when it stands in no positive relation to the dictates.

• The ELEMENTS OF HUMAN ACTS are Knowledge, Freedom, and Voluntariness.

• The MODIFIERS OF HUMAN ACTS are Ignorance, Concupiscence, Fear, Violence, and Habit.

• Ignorance is the absence of intellectual knowledge in man.

• Concupiscence refers to bodily appetites or tendencies like love, hatred, joy, grief, passion, daring, fear, and anger.

• Fear is shrinking the back of the mind from danger.

• Violence is an external force applied by a free cause, which impairs man’s free will.

• Habit is born of frequently repeated acts.

• Law is defined as an ordinance of reason promulgated for the

common good by the one who is in charge of the society.

• The different TYPES OF LAW are According to the author, According to duration, According to manner of promulgation of physical, According to prescription, and According to effect of the violation.

• Conscience is a practical judgment of reason upon which an individual act is considered good, which is to be performed, or evil, which is to be avoided.

• The STATES OF CONSCIENCE is correct or true certain, erroneous, and doubtful.

• Values are anything that can be desired and something is chosen from alternatives acted upon and enhances creative integration and development of human personality.

• The PROPERTIES OF VALUE are Relative, Subjective, Objective, Bipolar, and Hierarchal.

• Relative is subject to change, good for what and for whom.

• Subjective is good for one but not for others.

• Objective has an absolute character.

• Bipolar is good and bad such as beautiful – ugly.

• Hierarchal is scaled graduation and according to priority.

• The ten (10) CLASSIFICATIONS OF VALUES according to Andres are:

1. Useful or utilitarian,

2. Pleasurable or delectable,

3. Befitting or becoming good,

4. Accidental values,

5. Natural human values,

6. Primary values and Secondary values,

7. Moral/Ethical,

8. Religious,

9. Cultural Value

10. Social values.

• Useful or utilitarian is where other useful things are obtained from it.

• Pleasurable or delectable provides pleasure to the subject.

• Befitting or becoming good develops, completes, and perfects the subject.

• Accidental values are temporal, impermanent, and variable.

• Natural human values befit man every place at every time.

• Primary values are chosen, acted upon, necessary for the authentic development of man, and are chosen from alternatives.

• Secondary values are obligatory values.

• Moral/Ethical are obligatory in character and is the basic and urgent in life and activities of man.

• Religious is the ultimate Divine Value.

• Cultural value includes poetry, music, painting, and unique characteristics important to a culture.

• The FOURFOLD TEST OF ROBIN WILLIAMS to determine cultural valuesareExtensiveness, Duration of Value, Intensity, and Prestige of value carrier.

• SOCIAL VALUES are friendship, family ties, and the likes.

• The hierarchy of values refers to the different scales or graduation of prioritizing values.

• PLATO’S HIERARCHY OF VALUES is Knowledge, Honor, Money/business, Pleasure, and Passion.

• MAX SCHELLER’S HIERARCHY OF VALUES is Pleasure values, Vital or welfare values, Spiritual or cultural, and Sacred.

• Defective norms of morality are the different philosophical beliefs about morality, which somehow do not conform to the universally accepted standards of human morality.

• The DEFECTIVE NORMS OF MORALITY are Hedonism, Utilitarianism, Moral Rationalism, Moral Evolution, Moral Positivism, MoralSensism, and Communism.

• Hedonism is the belief that morality is determined by the acquisition of pleasure.

• Utilitarianism refers to actions that are geared toward the total amount of happiness that one can achieve.

• The types of UTILITARIANISM are individual or egoism, and social or altruism, which is the greatest good for the greatest number.

• Moral rationalism is the belief that human reason is the sole source of all moral laws advocated by Immanuel Kant of Prussia.

• Moral Evolutionism is the idea that morality is not absolute but keeps on changing until such time that it reaches the perfect state, which is advocated by Friedrich Nietzsche.

• Moral Positivism advocates that state laws are the bases of all moral laws, ergo it is good if it is in accordance with the laws, and anything that opposes the state laws must be rejected as advocated by Thomas Hobbes.

• Moral Sensism is the belief that man is endowed with a special moral sense that can distinguish good or evil meaning that an action is moral if it is in harmony with this human sense and immoral if not in harmony with this sense.

• Communism is an economic theory, which is based on the ideals of a classless society, which denies the existence of God, views religion as opium, and does not recognize human freedom and the immortality of man’s soul.

• The MODERN PHILOSOPHIES OF EDUCATION are Humanism, Realism, Disciplinism, Rationalism, Naturalism, Idealism, Pragmatism, Progressivism, Existentialism, and Essentialism.

• Humanism was a philosophy that rejected supernaturalism, regarded man as a natural object, and asserted the essential dignity and worth of man and his capacity to achieve self-realization through the use of reason and the scientific method.

• Realism is the type of education in which natural phenomena and social institutions rather than language and literature are made the chief subjects of study.

• Realism advocates that education should be concerned with the actualities of life and prepare for its concrete duties.

• Disciplinism asserted that the mind is made up of certain faculties such as memory, reason, will, judgment, etc. and each of which needs special activities for its training and development.

• Rationalism claimed that human reason was the sole source of knowledge and the sole determiner of whether things or actions were acceptable or not.

• Naturalism advocated that education should be in accordance with the nature of the child meaning all educational practices should be focused on the natural development of all the innate talents and abilities of the child.

• Idealism holds that knowledge is independent of sense perception or experience and lays stress on the mental idea, intrinsic or spiritual value rather than biological fact or material value.

• Idealism claims that education must provide for the development of the mind of every pupil, and in order to realize this, the school must concentrate on the intellectual, moral judgment, and aesthetic development of the students.

• Pragmatism is the doctrine that claims that the meaning of a proposition or idea lies in its practical consequences.

• Pragmatists are concerned with the total development of the child through experiencing or through self-activity.

• Progressivism claims that the child’s growth and development as an individual depend on his experiences and self-activity.

• Existentialism emphasizes the freedom of human beings to make choices in a world where there are no absolute values outside man himself.

• Existentialists believe that education should enable man to make choices for his life.

• Essentialism ascribes ultimate reality to essence embodied in a thing perceptible to the senses.

• In a highly pluralistic society, a teacher should implement a learning environment that is safe, secure, and gender sensitive.

• According to Confucius, Rousseau and Mencius, “Man in nature is good,” this characteristic of man makes him easier to be taught.

• RA 9155 or the Governance of Basic Education Act transfers the functions, programs, and activities of the Department of Education to the Philippine Sports Commission.

• Learning to Live Together is vital in building a genuine and lasting culture of peace in the world.

• “The principles of spontaneity as against artificiality will make you accomplish something. Leave nature to itself and you will have harmony.” is advice from the Taoist.

• Philippine Education Placement Test allows out-of-school youth and others who did not finish school to have and equitable access to education.

• In a multicultural education, teachers must consider children’s cultural identities and be aware of their own biases.

• Under the Pillar of Learning to Know, the role of the teacher is to be a facilitator, catalyst, monitor, and evaluator of learning because the process of learning to think is a lifelong one and can be enhanced by every kind of human experience.

• Doctrine of Salvation is best described as the highest goal of the faithful.

• The first essential characteristic of culture is that it is learned.

• The most important component in educational reform is the parent’s involvement.

• According to Paulo Freire, man’s ultimate vocation and destiny is humanization, which can be achieved through the process of conscientization, a process of becoming aware of the contradictions existing within oneself and in society, and of gradually being able to bring about personal and social transformations.

• RA 9155 or the Governance of Basic Education Act considered the school as the “heart of the formal education system.”

• Socrates is known for his Socratic Dialogue, where a student uses the question-and-answer as a model for discussion.

• Ethics/morality can be summed up in doing what is right (especially if it is for the common good) and avoiding what is evil.

• The pillar of learning that is concerned with material development rather than human development is Learning to Do.

• As provided by the Code of Ethics for Teachers, in line with RA 7836, a teacher shall at all times, be imbued with the spirit of professional loyalty, mutual confidence,

Family

- is the smallest social institution which the unique function od producing and rearing the young. 

Conjugal famil

- consist of husband, wife, and children. 

Consanguine family

- consist of a married couple, their parents, siblings, etc. 

Polyandry

- one woman is married to two or more men at the same time. 

Polygamy

- one man is married to two or more women at the same time. 

Cenogamy

- two or more men mate with two or more women in group marriage. 

Patrilineal

- when the descent is recognized through the father's line. 

Matrilineal

- when descent is recognized through the mother's line. 

Bilineal

- when the descent is recognized through both the father's and mother's line. 

Patrilocal

- newly married couple lives with parents of the husband.

Matrilocal

- newly married couple lives with parents of the wife. 

Neolocal

- newly married couple lives by themselves. 

Patriarchal

- When the father is considered the head and plays the dominant role. 

Matriarchal

- When the mother is considered the head and makes the major decision. 

Equalitarian

- When the father and mother share in making decisions.