SOCIAL RECONSTRUCTIONISM PART II PDF

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SOCIAL RECONSTRUCTIONISM PART II Key Terms SOCIAL RECONSTRUCTIONISM contradicting ESSENTIALIST PERENNIALIST reflective theories inherited patterns & values SOCIAL RECONSTRUCTIONISM follows need to reconstruct a PRAGMATISM human’s social experience & culture SOCIAL RECONSTRUCTIONISM AGREE ON P...

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SOCIAL RECONSTRUCTIONISM PART II Meg De Leon

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SOCIAL RECONSTRUCTIONISM PART II

Key Terms

SOCIAL RECONSTRUCTIONISM contradicting

ESSENTIALIST

PERENNIALIST

reflective theories inherited patterns & values

SOCIAL RECONSTRUCTIONISM need to reconstruct a human’s social experience & culture

follows

PRAGMATISM

SOCIAL RECONSTRUCTIONISM AGREE ON PREMISES based from specific cultural patterns defined by living on a specific time & place

Culture is dynamic, growing, and changing human beings can refashion culture for growth & development (Gutek, 2009).

aims in addressing social questions

EDUCATION

to create a better society & worldwide democracy

prepare people for new social order

SOCIAL RECONSTRUCTIONISM

OVERCOME COERCION

CRITICAL CONSCIOUSNESS & AWARENESS MUST BE EXERCISED

EPISTEMOLOGICAL QUESTION ASKS What is the TRUTH? How do we know the TRUTH? We arrive at truth through process of

TRIAL & ERROR

AXIOLOGICAL QUESTION ASKS

What is good and beautiful? Whatever the public consensus says it is

Students are the major element in bringing social change for at a young age, they are more capable of initiating and adapting to change especially if they are influenced by appropriate adult role models.

EDUCATIONAL METHODS Pupil - teacher dialogue

Praxis

After thorough study on a specific, it is tried and reviewed again.

(problem solving is applied)

One should be able to face every social issue without fear and hesitation.

Contributions and Influences to and Implications for Education “A fact never to be forgotten is that education, taken in its entirety, is by no means an exclusively intellectual matter. The major object of education since the beginning of time has been the induction of the immature individual into the life of the group” – George S. Counts, Social Foundations of Education (1934)

SCHOOL’S MISSION

Reconstructionists

Progressivists

Learning should be EXPERIENTIAL than spoon - fed by information

Whole school community as agents of change

Critical enough to examine & be open to reforms for a balanced culture & present innovations

PHYSICAL SET -UP

EXPERIENTIAL

students emerge in a free setting

Curriculum USE OF TEST for a reliable feedback on student’s performance should be used cautiously and with appropriate reason. Useful to track the progress of a student to see the effectiveness of the curriculum

Curriculum

Identify and address the particular need of a student in a certain area. should be aligned with the objectives of the lesson and the activities to be conducted Students are evaluated on how active is their role in the community or as a social activist instead of the usual paper and pencil test.

Qualities of Teachers Recognize emergence of a world society

Teachers as Students will

Expected to devise policies & programs

facilitator

Reform society through their initiation to help students become social engineers

carry good dialogues

develop interest think deeper provide reasonable conclusions & actions

SOCIETAL CONCERN

grouped according to interest

Social set - up

Reflective inquiry method to life’s problems

Plan actions and address problems rather than finding ways to cope with it For people to be prepared to act upon assumptions

Social Reconstructionism in American Education Setting

Four broad ideas 1. Nationalized & centralized economic system 2. It attacks laissez - faire economics & calls for a centralized economic system 3. Teachers to proactively organize 4. Break the power that elite classes have often held in educational setting

Individualism

Community - Oriented Framework

Common Problems 1. Students learn rote, bland, one - dimensional 2. Not prompted to adopt a critical mindset nor taught to culturally analyze & look beyond 3. Education of a whole person is NOT important

Standardized Framework

Not allowed to relate what they are learning to their own lives

The teacher’s role is to actively seek teaching in a personal context that prompts REFLECTION

Social Reconstructionism in Philippine Educational Setting

Problems encountered

1. English as a medium of instruction 2. Use of American textbooks 3. Learned more about history of the Americans than Asian history Filipino writers / authors

To produce books as instructional materials

Studying the filipino child Characteristics

Reactions to social situations

1. Confined in classrooms 2. Instruction was limited to textbooks 3. Isolated from community life & needs

community

BIG GAP

schools

4. Reading/Learning from American text could not be communicated at home 5. What was taught did not function in the life of the child, family, and environment

COMMUNITY SCHOOL PROGRAM Vital instruction

Social/ Educational development

1. School and community functions are INTEGRATED 2. Health included 3. PUROK - teachers/principals work to improve their own community

4. Significant development in history of Philippine Education 5. Effective instrument for advancement of underdeveloped areas

PROBLEMS ENCOUNTERED LACK OF INTELLIGENT CITIZENSHIP

SCHOOL FACILITIES & FINANCIAL RESOURCES...