PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Mindanao
THE MULTICULTURAL EDUCATION HUB
Prosperidad, Agusan del Sur
2PROFED11
THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE
AND ORGANIZATIONAL LEADERSHIP
Third Term, SY 2021-2022
A. Describe the educational philosophies and sociological theories manifested in the given educational program and project. Cite and explain 1 philosophy and 1 theory that best describes each item. (30 points)
Program/Project/Reform | Educational Philosophies | Sociological Theories |
1. K to 12 Basic Education Curriculum Reform | Realism | · Functionalism - structural-functional approach is concerned with how a social structure promotes stability within a society disadvantaged groups within a society |
2. Education 4.0 | Pragmatism | · Symbolic Interactionism - reality people experience is variable and changing, depending on the symbolic meaning they attach to it. |
3. Project Tanglaw of PNU Mindanao | Existentialism; Pragmatism | · Critical Theory - the social-conflict approach focuses on the social struggle between the dominant and the |
B. Based on your readings, observations, and experiences, how does education respond to the needs and demands of society and community during this time of the Covid-19 pandemic? (20 points)
Like a blink of an eye, the covid-19 pandemic happened so quickly, leaving everyone unprepared. The normal or usual things in our world changed, especially in the educational sector. Among the most crucial challenges created by COVID-19 is how to adapt a system of education built around physical schools. During the coronavirus crisis, educational institutions have sought a convenient way to deliver and address the needs and demands of our society and community. Since its onset, the Philippines, initiated by CHED and DepED, has been one of the countries that utilized digital pedagogical tools and virtual exchanges between students and their teachers and among students to deliver education as physical schools closed. The Philippine Normal University, for instance, through its initiatives, has developed PROJECT TANGLAW, which provided vulnerable students who have little access to digital learning resources with devices such as computers or tablets as well as internet access and other learning materials for them to continue their online learning. This response ensured that socio-emotional needs were being met, offering equitable and inclusive access to extra services for vulnerable students, and providing support by and to teachers. DepED, on the other hand, has organized teaching through television, phones or radio instruction and crafted the Most Essential Learning Competencies. Through MELCS, only the essential competencies are taught that can be covered within the school year, considering the shortened number of school days. The other response is the transition to a Synchronous and Asynchronous schedule for the students, a two weeks online discussion and then two weeks of modular learning in one month instead of a full month of teaching-learning. Through these innovative responses, the education sector addresses the challenges of the new education.
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