Download - Philippine Society and Culture
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BATAANPENINSULASTATEUNIVERSITY
MAINCAMPUS
CITYOFBALANGA
GRADUATESCHOOL
Presented by:
MAR-ELEN FE G. RENOSA
Ed.D. Student
Presented to:
LOURDES S. SANTOS, Ed. D.
Professor
EDD 512:SEMINAR IN PHILIPPINE SOCIETY AND CULTURE
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Topics:
Part 1- School as
Cultural Institution Part 2- Functions of
Educational Institutions
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UP OBL TION
What does
UP Oblation
symbolize
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USTMAIN BUILDING
What does
this building
reveal about
UST
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Where did this event take place
How significant is this to Philippine
history
B T N
SURRENDER
SITE M RKER
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SEAMEO RELC,
Singapore
What can students
learn from an
institution like
RELC aside from
what its courses
offer
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Part 1- School as Cultural Institution
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Cultural Institution
All the
characteristicactivities andinterests of a
people.(T.S. Eliot)
Institution
Any structureor mechanism of social orderand cooperation governing
the behavior of a setof individuals within a givencommunity may it behuman or a specific animalone. Institutions are identifiedwith a social purpose,
transcending individuals andintentions by mediating therules that govern cooperativeliving behavior
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Cultural institution a public or nonprofit institution within this state which
engages in the cultural, intellectual, scientific,environmental, educational or artistic enrichment of thepeople of this state
includes, without limitation, aquaria, botanical societies,
historical societies, land conservation organizations,libraries, museums, performing arts associations or societies,scientific societies, wildlife conservation organizations andzoological societies.
Cultural institution" does not mean any school or
any institution primarily engaged in religious or sectarianactivities.
http://www.oregonlaws.org/glossary/definition/cultural_institution
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Cultural institutions are elements
within a culture/sub-culture that
are perceived to be important to,
or traditionally valued among, itsmembers for their own identity.
Examples of cultural institutions in modern
Western society are museums, churches, schools,work and the print media and television.
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Education and Culture continued
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a growing whole
can be no break in the continuity ofculture
passed on through agents
(family, school and the like)
societies maintain themselvesthrough their culture
cultural transmission in all societies
set of beliefs, skills, art, literature,
philosophy, religion, music, etc.
which must be learned. This social
heritage must be transmittedthrough social organizations.
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curriculum
Extra-curricular
activities
Values
(team spirit, obedience,
discipline)
Informal
relationshipsamong teachers
and students
How does education transmit culture?
The question is: What kind of culture do we teach our students?
Formal curriculum
Hidden curriculumNull curriculum
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Education and Culture continued
Education acts an integrative force in the
society by communicating values that unites
different sections of society.
The school teach skills to the children which
help them later to integrate within the culture of
the society. Education in its formal or informalpattern has been performing this role since time
immemorial. Education can be looked upon as
process from this point of view also. Education has
brought phenomenal changes in every aspect ofmanslife.http://www.sociologyguide.com/education/education-and-culture.php
http://www.sociologyguide.com/education/education-and-culture.phphttp://www.sociologyguide.com/education/education-and-culture.phphttp://www.sociologyguide.com/education/education-and-culture.phphttp://www.sociologyguide.com/education/education-and-culture.phphttp://www.sociologyguide.com/education/education-and-culture.phphttp://www.sociologyguide.com/education/education-and-culture.php -
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Part 2- Functions of
Educational Institutions
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act of teaching ortraining
seeks to nourish thegood qualities in manand draw out the best inevery individual.
Education seeks todevelop the innate innercapacities of man.
Institution
an organization founded
and united for a specificpurpose
Educational Institution
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EducationalInstitution
- an institution dedicated to education
http://www.thefreedictionary.com/educational+institution
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Functions of Educational Institutions
Based on Functionalism: The consensus approach
Functionalism investigates institutions to consider the
functions they perform in society. The functionalist premise is
that if an institution exists, then there must be
some reason for its existence.As regards education, functionalists assume that
educational institutions serve
somesocietal need. Educational institutions are
examined for the positive contribution they maketowards maintaining society.
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Functions of Educational Institutions
Education is seen as vital as regards socialization. All
societies have to have ways of socializing new members, and somesocieties need specialist institutionsfor differentiating between
people and allocating them to specific levels of economic activity
within their society - such is the case with industrial societies.
Two central functions performed by educational institutions:
1. General socialization of
the whole population into
the dominant culture,
values and beliefs of a
society.
2. Selecting people for
different types and levels of
education.
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These two basic intentions are suggested by Parsons.In brief, education meets the needs of the system by:
1. Making sure that allchildren have a basiccommitment to theirsociety's values and
beliefs.
Transmitting norms and
values promotessocial
solidarity
2. Preparing individualsfor their specificlocation within thesocial hierarchy.
Differentiationmatches
skills to societal needs andsupports society's economicneeds.
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The idea of differentiation derives from
Durkheim.He argued that as societies develop andbecome more complex they need to enhance
the division of labor and provide specialist agencies for
executing this function. Education takes over the role previously
filled by the family, work and any other social location that
presented a learning environment.
At the level of individuals, industrial societies require
specialists and education is seen as providing the appropriate
educational output. More generally, Durkheim explains this
change in the nature of relationships between individuals in asociety as the change from solidaristic to organic forms of social
solidarity (cohesion).
Differentiation
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The existence of a connection between personal abilities and
industrial needs is assumed by the tendency towardsmeritocracy. That is, people come to fill particular positions on the
basis of achievement, rather than their ascribed characteristics.
However, although it is true that achievement is more important in
societies such as ours, social class, gender and ethnicity remain as important
'indirect determinants' in the sense that the quality of a person's educationalattainment can be related to these ascribed characteristics.
The concept of meritocracytends to lead
functionalists into the area of genetics rather
than culture. It is argued that some people are
quite simply 'brighter' than others, and theeducation system picks these people out and
gives them a higher level of education. Schools are seen as neutral and
impartial screening devices.
Meritocracy
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Educational systems and
four central functions of education
1. Differentiation
2. Standardization
3. Vocational orientation
4. Track mobility
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Educational systems and four central functions of education
1. Differentiationincreases variability
between students. As a consequence,
equality of opportunity is reduced. A higher
variability between students also enhancesthe visibility of qualifications to the labour
market, thereby enhancing the allocation
function
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Educational systems and four central functions of education
2. Standardization reduces variabilitybetween schools of the same type and level.This promotes equal opportunities. It may enhance
(by setting standards) or reduce (by limiting
competition between schools, Wmann 2007)
efficient learning. The visibility of qualifications to
employers is enhanced (Shavit & Mller 1998), and
standards are set to improve equality of citizenshipskills.
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Educational systems and four central functions of education
3. Vocational orientation increases thelabor market focus of an educational system.
This may reduce (vocational education as a dead
end street) or enhance (vocational education as
a safety net, Arum & Shavit 1995) equality,
promote efficient learning, promote the
allocation function, and limit the orientation
towards the acquisition of citizenship skills.
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Educational systems and four central functions of education
4. Track mobility improves the matching of
students to their educational attainment and
achievement. This increases equality, improves
efficient learning, and improves the allocation
function.
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Educational systems and four central functions of education
4. Track mobility improves the matching of
students to their educational attainment and
achievement. This increases equality, improves
efficient learning, and improves the allocation
function.
http://www.hermanvandewerfhorst.socsci.uva.nl/PROOProgrammeDescription.pdf
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Six Manifest Functions of Education(Javier et al, 2002)
Socialization
socialcontrol
socialplacement
transmittingculture
promotingsocial
and politicalintegration
agent ofchange
http://expertscolumn.com/content/six-manifest-functions-education
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"Bear in mind that the wonderful things you learn in your
schools are the work of many generations, produced byenthusiastic effort and infinite labor in every country of theworld. All this is put into your hands as your inheritance inorder that you may receive it, honor it, add to it, and oneday faithfully hand it to your children. Thus do we mortals
achieve immortality in the permanent things which we createin common."
-Albert Einstein
Thank you very much.
Mar Elen Fe G. Reosa