Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

Main Campus: R. Palma Street, Cebu City
GRADUATE SCHOOL

FINAL EXAMINATION

Subject: ED 603 Philo-Psycho and Socio Foundation of Education Date: May 17, 2019
Name: George L. Pastor Professor: Dr. Romarico A. Lomeria

1. Justice, described in the opening of Plato’s Republic: where persons are not denied what they are due, is
a central theme in education throughout history. Describe how a range of philosophers of education,
from different perspectives, would define and defend what is due to children and to society through
education. Use examples from five different thinkers – three of them classic/historic and three of them
from roughly the last 100 years.

There are different philosophers from the past and the contemporary period who have strong ideas about
justice. For Plato, the nature of justice depends on the nature of the city and there are strong parallels
between the city and the soul. This is why Plato believed an aristocracy to be the best regime designed to
create the best people because the leaders of an aristocracy channel their desires and ambitions through
reason.

According to Socrates, as in the book Republic goes, justice in an individual or in a state is declared when
three consisting parts (logic, passion and appetite) function in harmony without interfering with each other.
To Aristotle justice meant goodness as well as willingness to obey laws. It connoted correspondence of
rights and duties. Justice was the ideal of perfection in human relationships. And the spirit which animated
men in the proper discharge of their duties. The promotion of balance and harmony in thought and action
was pre-eminently social in character. For the contemporary thinker John Rawls, justice is as fairness. It is
about relationships between members of an association. He is chiefly concerned with the political
association known as the modern nation-state.

For Michael Sandel, justice is a matter of respecting human dignity, certain categorical duties and rights.

With these different perspectives of justice, what I can infer is that justice should be serve without any
limitations. Justice is important for the welfare of society as a whole. Having justice and responsibility leads
to satisfaction and pleasure of life, as well as the respect and loyalty to the leaders. People who are treated
unjustly eventually rebel and make the abuser pay dearly. This is also known as revolution, assassinations,
etc. There is always a price to pay for social injustice and usually the longer it takes, the more this feeling
endures, the worse and more desperate it gets. Eventually it descends into hatred against the ones who are
perceived as having created the injustice, once you get down that path there is no turning back. Hatred
doesn't know fear, compassion, good measure or any other temperance. Its only purpose is to destroy its
objective even by the destruction of its enforcer

2. Discuss ways in which thinkers address education questions/issues through each of five lenses of
philosophic inquiry: e.g. Ethics and Moral Education, Epistemology, Critical Theory, Existentialism,
Postmodernism, Analytic Philosophy, Feminism, Social and Political Philosophy etc. Describe how these
insights could affect your approach to problems that are confronted by you in your specific level of
schooling impact or interest as an educational leader, e.g. K-12, CHED. Early Childhood.

Few would argue that the state of our education system has plenty of room for improvement. However,
developing a plan to take schools in the right direction is easier said than done. The first challenge lies in
identifying underlying problems keeping students from learning today. This challenge, in part, is due to the
fact that the problems may change considerably depending on who is labeling them, whether it is students,
parents, educators or lawmakers. The most common issues on education today are the following:
a. Disciplinary issues
b. Technology and education
c. Child development
d. Government policies
e. Curriculum

As an educator, there insights are helpful to generate or develop existing approaches for the betterment of
the learners. One thinker by the name Alfred Adler believed it was crucial to become familiar with learners
background by exploring factors such as birth order, lifestyle, and parental education. With this, it is never
good to assume why learners are misbehaving just because they are naturally wicked or corrupted. This
insight of Adler help me think and understand on why learners are misbehaving. As a teacher, I always talk
to my students to generate some information’s about their background, learning style, and their
relationship with their parents. Another common problem on education is teaching styles. Most teachers
in public schools are accustomed to the traditional or conventional teaching. They are still in the age where
the teacher is the sage on the stage. In today’s generation, learnings can no longer be found in school, but
also on the internet. In the 1990s, Harvard Professor Eric Mazur developed a model of ‘peer instruction’ in
which he provided material for students to prepare and reflect on before class and then used class time to
encourage deeper cognitive thinking via peer interaction and instructor challenge. He called this “just in
time teaching” (Crouch and Mazur 2001) or in today’s term, flipped classroom. Traditionally students listen
to lectures and take tests in class and read textbooks and work on problem sets at home. In flip teaching,
students first study the topic by themselves, typically using video lessons on YouTube and then apply the
knowledge by solving problems and doing practical work in class. Modern schools who flipped their
classroom report many benefits:

1. It allows all students to learn at their own pace as videos can be watched again.
2. Its more efficient, as students enter the classroom prepared to contribute.
3. It enriches the lesson as more time can be spent on group work and projects.
4. Doing homework in class allows students to help each other, which benefits both the advanced and less
advanced learners.

I am fortunate enough that I am in a school that give teachers so much freedom in terms of teaching
pedagogies. Eric Mazurs insight about technology and education greatly affects positively to my principles
in teaching as it help me use flipped teaching in my classes. Another common problem is child’s
development. With the new system in education being implemented like inclusion education, teachers are
now facing with many challenges. School readiness is a key also to long-term success in child development.
Families may also reluctant to communicate concerns to teachers and health providers. Teachers may also
lack awareness of typical child development. They do not know resources and systems to help children with
developmental problems. For me, this is the most difficult issue to handle as a teacher because it is
unpredictable. But according to Erik Erickson’s psychosocial theory, development never stops. He believed
that people continue to develop and grow well into old age. People face a crisis that they must master.
Mastering the crisis leads to the development of a psychological virtue. As a teacher I will never hinder the
learner’s development. For example, the primary conflict during the adolescent period involves establishing
a sense of personal identity. Success or failure in dealing with the conflicts at each stage can impact overall
functioning. During the adolescent stage, for example, failure to develop an identity results in role
confusion. Next is government policies. Teaching has often been referred to as the “most notable of all
professions.” Too many teachers, however, the noble image of their profession has been transformed into
an illusion. Over the last three decades, we have come to think of the Filipino teachers as overworked and
underpaid professionals.
 The fact that teachers are paid subsistence wages is only half of their sad story. Their daily bout with
dilapidated classrooms, overcrowded classes, and lack of teaching materials, among others, make the
teachers hardly rewarded work even more difficult. Aside from classroom instructions, teachers perform a
host of backbreaking and time-consuming jobs unrelated to the teaching function. Finally, the curriculum.
Issues on the varied implementation of the curriculum among schools and teachers seem to be one of the
reasons for the prevailing low performance of schools all over the country. (1) Perennial complaint about
books and other instructional materials. (2) Overcrowded classrooms do not provide a good learning
environment. (3) Most of the curricular innovations are handed down from the top management. Those
who are going to implement simply tow the line or follow blindly. (4) Sometimes the implementers lack of
full understanding of the changes or modifications that they are doing. (5) The goal is unclear. Thus, there
are lot of questions in the implementation as well as evaluation form the concern persons. These are just
some of the issues regarding the curriculum in the Philippines. Despite these challenges, the DepEd appears
to be headed in the right direction. With more basic education and job training, we can address not only our
national industry needs, but also opportunities offered by regional and international communities.

3. The following areas with Philosophic import have been significant topics of interest in education:
Humanism, The Socratic Movement, Romanticism, Democracy, Academic Freedom, Research Ethics,
Social Class and Living Standards, Learning Measurement and Learning Capacity, Educational Equality,
Affirmative Action, Special Education and Inclusion, School Choice and Common Schooling, Authority and
Responsibility to Educate, Religious Education, Multicultural/Bilingual Education, Race and Education.
Describe the most important dimensions of five of these and how each separately is applicable to
Educational Leadership.

Special Education and Inclusion – it is important because all children are able to be part of their community
and develop a sense of belonging and become better prepared for life in the community as children and
adults. Thus, it could solve the gap between students on different socio-economical levels and high and low
achieving students. Educational leadership strives to maintain a safe and receptive learning environment.
Thus, having special education and inclusion is somewhat a medium to patch the holes and link the gaps of
education.

Humanism - Humanism played a major role in education. Humanists —proponents or practitioners of

Humanism during the Renaissance—believed that human beings could be dramatically changed by
education. The Humanists of the Renaissance created schools to teach their ideas and wrote books all about
education. Humanists sought to create a citizenry able to speak and write with eloquence and clarity, thus
capable of engaging in the civic life of their communities and persuading others to virtuous and prudent
actions. This was to be accomplished through the study of the humanities: grammar, rhetoric, history,
poetry, and moral philosophy.

Academic Freedom - academic freedom is important to the larger community because it gives assurance
that academics in all areas of expertise are expected to challenge what we think we know and to push the
boundaries of what is known. Governments, churches, university administrations, donors – none of these
should be allowed to control the development and dissemination of knowledge – even if it makes them
uncomfortable. Academic freedom is often thought to be enabled, in part, by granting permanent
employment – or tenure – to faculty members so that controversial ideas cannot lead to recrimination in
the form of terminated employment. Academic freedom is a valuable principle and we should all –
academics and members of the general population – defend it.

Multicultural/Bilingual Education - Famed American writer and civil-rights essayist James Baldwin wrote:
"Not everything that is faced can be changed, but nothing can be changed until it is faced."

Multiculturalism is important because it dilutes and dissipates the divisiveness of ignorance. It is

important because it encourages dialogue, often between radically different cultures that have radically
 different perspectives. It is important because it softens the indifference of tolerance, and embraces it
with the genuine humanity of acceptance. It is a bridge between the divide of tolerance and acceptance.

Differences aside, human beings, regardless of their specific culture of origin, strive to provide the best
they can for their family, and to live in as peaceful and harmonious a world as possible. These two goals
unite us all. Multiculturalism makes the ideal and altruistic notion of loving our fellow man a tangible
possibility, rather than a nebulous philosophical concept.

Religious Education - Religious Education makes a distinctive contribution to the school curriculum by
developing pupils' knowledge and understanding of religion, religious beliefs, practices, language and
traditions and their influence on individuals, communities, societies and cultures. It enables pupils to
consider and respond to a range of important questions related to their own spiritual development, the
development of values and attitudes and fundamental questions concerning the meaning and purpose of
life. Religious Education is an essential component of a broad and balanced education. Religious Education
is concerned with the deep meaning that individuals and groups make of their experiences and how this
helps them give purpose to their lives. It provides opportunities to explore, make and respond to the
meanings of those experiences in relation to the beliefs and experiences of others as well as to one's own
experiences.

4. Sociologist have long been interested in the relationship of social class and education. Identify three
social theorist who address this relationship and describe their arguments. Delineate similarities and
differences in their positions and explain how their work links participation in school to educational
achievement and occupational attainment.

The social class of an individual is defined by the amount of wealth that they have. Such wealth is dependent
on the level of education of an individual because getting a good job requires a person to have high levels
of education. Consequently, social class is immediately dependent on the education of an individual.

According to Functionalism, education serves several functions for society. These include (a) socialization,
(b) social integration, (c) social placement, and (d) social and cultural innovation. Latent functions include
child care, the establishment of peer relationships, and lowering unemployment by keeping high school
students out of the full-time labor force. Problems in the educational institution harm society because all
these functions cannot be completely fulfilled.

While Conflict Theories assumption was education promotes social inequality through the use of tracking
and standardized testing and the impact of its “hidden curriculum.” Schools differ widely in their funding
and learning conditions, and this type of inequality leads to learning disparities that reinforce social
inequality.

Lastly, Symbolic Interactionism, focuses on social interaction in the classroom, on the playground, and in
other school venues. Specific research finds that social interaction in schools affects the development of
gender roles and that teachers’ expectations of pupils’ intellectual abilities affect how much pupils learn.
Certain educational problems have their basis in social interaction and expectations.

5. Sociologist and educators have developed a range of arguments to explain the low academic
achievements of particular minority groups. Identify and describe two contrasting theoretical
interpretations of school failure and delineate the differences between the two positions. In your
response, refer to the empirical work of at least two theorists within each paradigm and their
contributions to the theoretical arguments. Discuss the implications of each theoretical argument on
 school-based interventions and the recommendations each theorists would make to improve academic
achievement.

Jordan et al. (1994) explained pressures on students of push and pull dropout factors. A student is pushed
out when adverse situations within the school environment lead to consequences, ultimately resulting in
dropout. These include tests, attendance and discipline policies, and even consequences of poor behavior.
However, students can be pulled out when factors inside the student divert them from completing school.
These occur when factors, such as financial worries, out-of-school employment, family needs, or even
family changes, such as marriage or childbirth, pull students away from school. They can even include
illnesses, as these cause students to put a greater value on something outside of school, and therefore they
do not complete school.

Watt and Roessingh (1994) added another factor called falling out of school, which occurs when a student
does not show significant academic progress in schoolwork and becomes apathetic or even disillusioned
with school completion. It is not necessarily an active decision, but rather a “side-effect of insufficient
personal and educational support” (p. 293).

6. School districts throughout the country are experimenting with strategies to increase parental choice in
schooling (e.g., charter schools, vouchers, etc.) Select four individuals from the following list of
educational sociologist and social theorists and discuss how their work relates to issues around school
choice. How do the central themes of each theorists work justify or critique the advantages and
disadvantages of this school reform movement?

Karl Marx - According to conflict theory social structures are result of conflict between the different classes
of society for limited resources. Here social structure means structure of society (like a society composed
of workers and owners). Now conflict theory also say that these resources and classes will be affected by
this social structure and this will give birth to a new conflict leading to a new social structure. We can assume
a social structure of workers working on daily wages for owners. Now this social structure is a problem for
workers and they go on strike for changes, which results in formation of managerial positions for people
from labor class who can take part in company decisions. Now this structure will further lead to a conflict
and so on. It is a validation that this reform in education is not at all advantageous. For example in vouchers,
Using public funds to subsidize religious schools violates the separation of church and state. Of the 14 states
with school voucher programs, 11 allow vouchers to be used at religious schools (Maine and Vermont do
not). [2] According to an EdChoice survey of parents who use vouchers, the number one reason parents
chose to use vouchers was "religious environment/instruction." [4] An estimated 85% of Milwaukee
voucher students attended religious schools, with each Catholic school that accepted voucher students
getting about $1 million in taxpayer dollars. [1][2]

Emile Durkheim - The functionalist theory of education focuses on how education serves the needs of
society through development of skills, encouraging social cohesion and sorting of students. According
to functionalists, the role of schools is to prepare students for participation in the institutions of society.
Thus, functionalist theory of Emile Durkheim supports the advantages of school choice. School choice
creates direct accountability to parents. It gives schools a strong incentivize to meet the needs of their
students since unsatisfied parents can take their children and education money elsewhere. Private
schools do a better job than traditional public schools at cultivating civic virtues in their students, such as
civic participation and tolerance. They also tend to give more focus to character and moral formation,
something parents value in schools, according to a recent EdChoice study. School choice creates greater
opportunities for all children to have access to education that inculcates democratic values.

Theodore Adorno - Adorno's philosophy is fundamentally concerned with human suffering. It is founded
upon a central moral conviction: that the development of human civilization has been achieved through
 the systematic repression of nature and the consolidation of insidiously oppressive social and political
systems, to which we are all exposed. The shadow of human suffering falls across practically all of Adorno's
writings. Adorno considered his principal task to be that of testifying to the persistence of such conditions
and thereby, at best, retaining the possibility that such conditions might be changed for the better. The
central tension in Adorno's diagnosis of what he termed 'damaged life' consists in the unrelentingly critical
character of his evaluation of the effects of modern societies upon their inhabitants, coupled with a
tentative, but absolutely essential, commitment to a belief in the possibility of the elimination of
unnecessary suffering. As in the work of all genuine forms of critical philosophy, Adorno's otherwise very
bleak diagnosis of modernity is necessarily grounded within a tentative hope for a better world. Thus, with
Adorno’s perspective, school choice might lessen the sufferings of the parents and children as they have
freedom to which school they wanted to be regardless of resources.

Paulo Freire - Freire suggests a problem posing education. I think he describes students in this type of
education as critical co-investigators. He says that in a problem posing education, the students learn from
the instructor, the students learn from each other, and the instructor learns from the students. In that type
of education, everyone grows together and learns together. It is liberating while the banking education is
oppressive. I do believe that this kind of education cannot be achieve in a public school. If parents have
more choices in education they can allow their children to become well-rounded regardless of backgrounds
and resources.

7. How can the classroom best be managed? Explain each of the following principles based on your own
experiences:

a. Expectations for classroom conduct and social interaction are learned and can be taught using proven
principles of behavior and effective classroom instruction.

Classroom can be manage effectively if the facilitator has the management skills. It is true that
classroom conduct and social interaction can be learn via conditioning and taught via rewards and
punishment, provided that the teacher has the skill to effectively carry it to the learners. If the teacher
has all the principles from various thinkers but does not know how to use it then effective classroom
management cannot be achieved.

b. Effective classroom management is based on (a) setting and communicating high expectations, (b)
consistently nurturing positive relationships, and (c) providing a high level of student support.

This principle is the perfect way to effectively manage a classroom. Setting expectations at first is vital
for the learners to understand why classroom should be managed. If the teacher will not set classroom
rules, then the learners have no mission to accomplish. Likewise, nurturing positive relationship to each
students can generate positive classroom environment which can help achieve effective classroom
management. Lastly, providing high level of support to the learners can produce confident and brilliant
individuals.

8. How do students think and learn? Explain each of the following principles based on your thinking and
learning:

a. Students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and
learning.

Research shows that learners who hold the growth mindset that intelligence is flexible, and success is
related to effort level are more likely to remain focused on goals and persist despite setbacks. A great
 way to start off the year in a psychology class is with a discussion of growth versus fixed mindsets
because it helps students understand how their beliefs about intelligence can influence their own
academic success.

b. What students already know affects their learning.

Prior knowledge influences both conceptual growth and conceptual change in students. With
conceptual growth, students add to their existing knowledge, and with conceptual change, students
correct misconceptions or errors in existing knowledge. Facilitating conceptual growth or change
requires first obtaining a baseline level of student knowledge prior to the start of each unit through
formative assessment. One way to assess prior knowledge involves starting the unit with a short list of
five to ten true/false statements and having a class discussion about the results. The results of this
discussion can guide the selection of assignments and activities that will be appropriate for facilitating
either conceptual growth or conceptual change. Prior knowledge can be used to help students
incorporate background knowledge and draw connections between units during the course.

c. Students’ cognitive development and learning are not limited by general stages of development.

Cognitive development and learning are not limited by general stages of development. It is important
for instructors teaching Piaget’s cognitive stage theory to also reference the limitations of this
approach. Psychology curricula should highlight the significance of Lev Vygotsky’s theory of zone of
proximal development and the critical role that interactions with those who are more capable can have
on learning and growth. Instructors can use this research to facilitate learning by designing instruction
that utilizes scaffolding, differentiation and mixed ability grouping. It is also critical that the most
advanced students have the opportunity to work with others who will challenge them, including other
students or the instructor.

d. Learning is based on context, so generalizing learning to new contexts is not spontaneous but instead
needs to be facilitated.

Student growth and deeper learning are developed when instructors help students transfer learning
from one context to another. Students will also be better able to generalize learning to new contexts if
instructors invest time in focusing on deeper learning.

e. Acquiring long-term knowledge and skill is largely dependent on practice.

This principle details empirically based strategies that will help students more effectively encode
learned materials into long-term memory. In addition to those in the memory unit, examples from this
principle can help inform instruction throughout the course. By issuing formative assessment
frequently through practice problems, activities and sample tests, instructors can help students
increase their knowledge, skills and confidence. Additionally, instructors conducting practice activities
at spaced intervals will help students achieve greater increases in long-term retrieval ability.

f. Clear, explanatory, and timely feedback to students is important for learning.

This principle highlights the importance of instructor responses and indicates the best manner in which
to deliver feedback to students in order to maintain or increase motivation to learn. Providing students
with clear, explanatory and timely feedback is important for learning.

g. Students’ self-regulation assists learning, and self-regulatory skills can be taught.

 Self-regulation skills, including attention, organization, self-control, planning and memory strategies,
improve learning and engagement and can be taught through direct instruction, modeling and
classroom organization. Teachers can model organizational methods and assist students by highlighting
learning targets at the start and conclusion of lessons, using classroom calendars, highlighting difficult
concepts that will require more practice, breaking large projects into manageable components, using
well designed rubrics and allowing sufficient processing time through questioning, summarizing and
practice.

h. Student creativity can be fostered.

I do think that creativity is innate to us and we can nurture it by means of mind exercise like reading,
answering logical exercises and proper diet. It may sound hilarious but creativity is about the brain and
without proper attention to our brain, we cannot think, act, and create. Creativity is considered a
critical skill for the technology driven world of the 21st century and because it is not a stable trait, it
can be taught, nurtured and increased. This principle describes specific methods of structuring
assignments to increase creativity and ideas for how to model creative problem solving. Creativity in
the psychology classroom can include opportunities for student-designed research projects, video
projects, demonstrations and model building.

9. What motivates student? Explain each of the following principles based on your experience:

a. Students tend to enjoy learning and to do better when they are more intrinsically rather than
extrinsically motivated to achieve.

It truly relies upon the circumstances. If they want to learn something out of curiosity, then being an
extrinsic learner is just fine because your goal as a learner is just short-term. On the other hand,
learners who are intrinsic are those who have vision and mission. If they are very interested on a
particular area, skill, or subject that can be helpful for them in the long run, then they tend to enjoy it
intrinsically.

b. Students’ persist in the face of challenging tasks and process information more deeply when they
adopt mastery goals rather than performance goals.

Students who form mastery goals are focused on attaining new skills or increasing existing ability, but
students who develop performance goals typically are focused simply on showing adequate ability.
When students set performance goals, they have a tendency to avoid tasks that might expose
weaknesses and end up missing opportunities that would foster the development of new skills. Those
with mastery goals are more likely to be motivated to learn new skills and achieve higher levels of
competence.

c. Teachers’ expectations about their students affect students’ opportunities to learn, their motivation,
and their learning outcomes.

The beliefs that teachers have about their students affect students’ opportunities to learn, their
motivation and their learning outcomes. Psychological research has uncovered ways for teachers to
communicate high expectations for all students and avoid creating negative self-fulfilling prophecies.

d. Setting goals that are short term (proximal), specific, and moderately challenging enhances
motivation more than establishing goals that are long-term (distal), general, and overly changing.
 This principle explains how students can use short-term (proximal), specific and moderately challenging
goals to increase self-efficacy and build toward larger goals. Students should maintain a record of
progress toward their goals which is monitored by both the student and the instructor. After students
experience success with moderately challenging proximal goals, they will be more likely to become
intermediate risk takers, which is one of the most significant attributes present in achievement-
oriented individuals. As a result, they will be capable of achieving larger distal goals. Tips based on this
principle can easily be used to create engaging class assignments for the motivation unit in the
introduction to psychology curriculum.

10. Why are social context, interpersonal relationships, and emotional well-being important to student
learning?

a. Learning is situated within multiple social contexts.

Principle 13 emphasizes how the various communities students belong to (e.g. families, peer groups,
schools, and neighborhoods) and their culture (e.g. shared language, beliefs, values and behavioral
norms) influence learning. This principle is related specifically too many concepts from social
psychology (e.g., norms, attribution theory, individualistic versus collectivist cultures) and provides
suggestions for incorporating culture into every unit to increase student engagement and build
stronger relationships. Introductory psychology classes can incorporate opportunities for students to
engage with the larger community through service-learning projects, guest speakers and psychology
clubs.

b. Interpersonal relationships and communications are critical to both the teaching-learning process
and the social-emotional development of students.

This principle provides detailed and specific guidelines for improving both teacher-student and
student-peer relationships in the classroom

c. Emotional well-being influences educational performance, learning, and development.

Various components of emotional well-being can be included across many psychology units, such as
self-concept and self-esteem (social psychology), self-efficacy and locus of control (motivation and
personality) and happiness and coping skills (emotion and stress).

11. In what ways and to what degree are Philippine educational system just or unjust?

Education in the Philippines remains low as ever and it is unjust not just for the learners but for the teachers
as well. This occurs through the government's corruption and malpractices by overseeing the problem on
the Education. The allocated funds intended for the Education sector is low which affects the facilities for
the students and the teachers and hinders them to perform and learn effectively.

The corrupt Philippine government does not want to enhance the quality of education in the public schools
so that it will help the corrupt politicians to get their "income" and deceive majority because of lack of good
education.

On the other hand, despite the unfair situation in the educational system, there is a little hope for Philippine
education to bloom. The Department of Education’s initiative to add two years in the basic education is
highly just and right. Despite the lack of budget for the education sector, I believe having additional years
in the basic education can keep up the student’s skills and abilities to the demand of globalization. We may
 not see now the result of it but I do focus on the bigger picture. Hopefully, the government will change or
give more emphasis on education just like in South Korea and Japan for as to be competitive and at par with
our Asian neighbors.

12. What is the nature of the “good” society?

A good society has a government that serves the people, rather than served by them. Government should
be the source of money, rather than its destination. A good society shares out the proceeds of successful
commerce to ensure the poor, and the environment, prosper. A good society offers incentives for individual
wealth creation and ownership without punishment and negative incentive through income taxation. A
good society maintains a stable and predictable value of its means of exchange without inflation or
deflation. A good society supports ‘blind’ justice regardless of wealth, color, or position in society. A good
society supports subjective values such as love, family, music and the arts rather than pure mathematical
values devoid of meaning. A good society has no income taxes, inflation-free money supplied by
government at nil interest in direct proportion to growth in the economy, and a Universal Basic Income
supporting all society, particularly the poorest.

13. What is the difference between belief and knowledge?

Knowledge, of the kind you're asking about, I think, usually requires evidence and reasoning. In extreme
cases where such knowledge doesn't require both evidence and reasoning, such as in parts of symbolic
logic, knowledge requires only reasoning. On the other hand, belief doesn't require any reasoning or
evidence whatsoever. Broadly speaking, knowledge is objective truth while belief is subjective truth. That
is, knowledge is typically thought to be that which true independent of circumstance is; it is universally true
(non-contingent). Belief, however, is an idea or concept which is held as true to the individual who holds it,
and not necessarily to anyone else.

14. What is the relationship between social structures and forces and social institutions?

The relationship between social structure, forces, and institution is similar to the relationship between the
three branches of the Philippine government. They do some checks and balances. People in the society are
the one who choose social forces who will lead and govern the people. Social forces are the one who
generate laws, legislations and implement order in a society. Institutions are the ones who materialized
social relations. If one element of the society is greater than the other, there’s no balance on it.

15. In what ways does knowledge define teaching and learning?

According to Google, knowledge is facts, information, and skills acquired by a person through experience
or education; the theoretical or practical understanding of a subject. We view teaching as a knowledge-rich
profession with teachers as ‘learning specialists.’ As professionals in their field, teachers can be expected
to process and evaluate new knowledge relevant for their core professional practice and to regularly update
their knowledge base to improve their practice and to meet new teaching demands. By investigating the
knowledge underlying effective teaching and learning, we are studying how to improve teacher quality.
Teacher quality itself is an important factor in determining gains in student achievement. In fact, the main
motive for investigating teacher knowledge is to improve student outcomes. On the other hand, to improve
teacher quality, it is crucial to understand what teacher professionalism involves. Thus, knowledge has a
vital role in teaching and learning.
References:

https://nbacl.nb.ca/module-pages/inclusive-education-and-its-benefits/

https://www.apa.org/ed/schools/teaching-learning/principles/social-emotional-learning

https://learningspy.co.uk/psychology/20-psychological-principles-for-teachers-13-situated-
learning/

https://www.sciencedirect.com/topics/computer-science/situated-learning

https://www.quora.com/What-is-the-conflict-theory-What-are-some-real-life-examples

https://www.procon.org/headline.php?headlineID=005354

https://courses.lumenlearning.com/alamo-sociology/chapter/reading-functionalist-theory-on-
education/

https://sk.sagepub.com/reference/sociology-of-education/n153.xml

https://www.heritage.org/education/commentary/here-are-10-reasons-school-choice-winning

https://www.iep.utm.edu/adorno/

1. Chris Weller, "Taxpayer Money Is Keeping Many Catholic Schools Alive, Study Finds," Business
Insider website, Feb. 16, 2017

2. Barbara J. Miner, "The Voucher Boondoggle in Wisconsin," progressive.org, June 13, 2013