SOCIAL DIMENSION OF EDUCATION - LET REVIEWER
SOCIAL DIMENSION OF EDUCATION PART II
LET REVIEWER with Key Answers
1. What kind of tension is referred to when people prefer to have quick answers and ready solutions to many problems even if its calls for a patient, concerted, negotiated strategy of reform?
a. Tension between modernity and tradition
b. Tension between long-term and short-term considerations
c. Tension between spiritual and material
d. Tension between individual and universal
Answer: B
2. In what strands of the four pillars of education imply a shift from skill to competence, or a mix of higher-order skills specific to each individual?
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
d. Learning to Be
a. The pillars of learning stress the goal of contributing to social cohesion, intercultural and international understanding, peaceful interchange, and harmony.
b. The Pillars of Learning imply a shift from schooling to learning throughout life by "learning how to learn"
c. The pillars of learning stress the importance of a closer linkage between education and the world of work.
d. The Pillars of Learning adheres to the instrumental and purely academic view of education that focuses on the achievement of specific aims of education such as economic productivity.
a. Learning to Know
b. Learning to Do
c. Learning to Live Together
d. Learning to Be
a. Cultural Globalization
b. Fundamentalism
c. Multiculturalism
d. Clash of civilizations
a. Changing role of education in terms of preparing students for the world of work
b. The threat to the autonomy of national educational systems by globalization.
c. Reforms in education as lifelong education
d. Branding, globalization, and learning to be consumers
a. Educating for a Culture of Peace
b. Educating for International Understanding
a. Flexible
b. Selective
c. Quick
d. None of the above
a. From limited access to time-bound and space-limited education to borderless education, lifelong learning for all in a learning society.
b. From traditional pedagogies to more modern strategies of teaching and learning.
c. From knowledge limited to the local scene to the globalized knowledge, values, attitudes, and skills interfaced with local wisdom.
d. Pre-organized subject matter to localized themes generated from the global realities and the cultural relevance, meaningful and useful to the learner.
a. Civic education
b. Development education
c. Peace education
d. Multicultural education
11. Which of the following is the first target of the Millennium Development Goals (MDGs) formulated by member states of the UN in September 2000?
a. Reduce child mortality
b. Eradicate extreme poverty and hunger
c. Reduce death due to HIV/AIDS and malaria
d. Achieve universal access to primary education
a. HRE is more of the responsibility of the state to implement human rights law rather than the protection of the rights holders
b. HRE should focus more on rights based on "law in books", rather than "law in real life".
c. HRE needs to focus on the values, principles, and standards and human rights and how they can be translated into day-to-day actions
d. Human Rights Standards vary from society to society and HRE therefore should also vary in terms of approaches and methods
Answer: C
13. What is the implication and globalization to the practice and experience of education? a. Increase of state and government support and subsidy for education
b. Commodification and the corporate takeover of education
c. Greater autonomy of national educational systems
d. Delocalization of technologies and orientations in education
a. Empathy and cooperative social behavior
b. Personal commitment and sense of responsibility
a. Personality empowering
b. Socially transformative
c. Pedagogically humanistic
d. Culturally discriminating
b. Sustainability
c. Quality
d. Equity
d. Global Education
a. Multicultural education increases positive relationships through the achievement of common goals, respect, appreciation, and commitment to equality among the teachers and students.
b. Multicultural education decreases stereotyping and prejudice through direct contact and interaction among diverse individuals.
c. Multicultural education promotes the independence of various ethnic groups in the development and supports the fragmented view of the world.
d. Multicultural education renews the vitality of society through the richness of the different cultures of its members and fosters development.
b. Mass media enriches educational programs.
c. Mass media increases students' exposure to diversity.
d. Mass media helps provoke discussion of current issues.
a. Right to education
b. Right to environmental protection
c. Right of participation
d. Right to work
a. Human dignity
b. Non-discrimination
c. Universality
b. Organizing local exhibit or event to highlight the children's talents and local products
c. Asking the community leaders to volunteer in the construction of a barangay hall
d. Lobbying the UN High Commission for Human Rights to allocate a higher budget for the Philippines' Commission on Human Rights.
a. Desire for peace
b. Nonviolent alternatives for managing conflict
c. Skills for critical analysis of structural arrangements that produce and legitimize injustice and inequality
d. All of the above
a. The parent's culture is important, but should not influence their children's education.
b. Teachers should demonstrate their "expertise" to parents to show they know best.
c. Teachers should strive to use a variety of ways to keep parents informed, including parents who cannot speak English or Filipino.
d. The importance of the family's influence on children's education has diminished over the past few years.
a. Peace education teaches students what to think rather than how to think.
b. Peace education employs a holistic and participatory approach.
c. Peace education aims not to reproduce but transform.
d. Peace builds bridges of support among key participants.
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