Central Mindanao Colleges Score:

Osmeña Drive, Kidapawan City

Tel.# (064) 577-170 Fax #(064) 5038
Name Kier Villegas Year/Program: 3rd /BSED
Subject EDUC 107: The Teacher and the Community, School Time: 11: 09 AM
Culture and Organizational Leadership
Teacher DR. MARK GENNESIS B. DELA CERNA, LPT Date: 09/27/2022
 Prelim  Midterm  Pre-Final  Final Permit #:

GENERAL INSTRUCTION. READ THE QUESTIONS AND INSTRUCTIONS CAREFULLY. A TOTAL OF 97 ITEMS TEST.

TEST I: READ EACH STATEMENT VERY CAREFULLY. THEN CHOOSE ONLY THE LETTER OF YOUR CHOSEN
ANSWER FOR EACH STATEMENT FROM THE GIVEN CHOICES. 1 POINT FOR EACH ITEM.

1. Which is NOT TRUE of social Reconstructionist?

A. Use of problem-solving
B. Study of the Great Books
C. School as an agent of change
D. Introduce a new society
Answer: A

2. Which teaching practice goes with the "banking system of education which was contrary to Paulo Freire's educational thought?
A. Rote memorization
B. Project-based learning
C. Problem-based learning
D. Community of inquiry
Answer: A

3. For which teaching will Social Reconstructionist be?

A. Stress on isolationism
B. Inequality and inequity as normal for an international society
C. Building of an interdependent world that is international in scope
D. Narrow concept of nationalism
Answer: C

4. Why is Spencer's educational thought described as utilitarian?

A. He emphasized vocational and professional education based on scientific and practical.
B. He stressed on general educational goals associated with humanistic and classical education.
C. He stressed a balance of specialized and general education in the curriculum.
D. He eliminated the vocational and professional education component of the curriculum.
Answer: B

5. For which educational practice was John Dewey?

A. Problem-solving
B. Banking method
C. Emphasis on the Humanities
D. Teaching of the Classics
Answer: D

6. Education is a function of society. What does this imply?

I. Citizens are taught what society considered most important.
II. Society determines curriculum to be taught.
III. Those in education taught what they believed should be taught regardless of society's need.
A. I only C. II and III
B. II and II D. III only
Answer: B

7. If education is a function of society then it has to be

A. relevant C. for a selected few
B. complete D. free
Answer: A

8. Complete the analogy. Athenian education: well-rounded development of individuals Spartan education: ________________.
A. military training
B. religious formation
C. liberally educated
D. wholistically developed person
Answer: A
9. While the Japanese taught the Filipinos love for labor, the Americans taught the Filipino ____________.
A. citizenship in a democratic country
B. survival skills
C. love for country
D. dignity of labor
Answer: A

10. Schools are tasked for socialization. Which is a CORRECT explanation of socialization?
A. Developing the young to become socialite
B. Learning the roles, statuses and values necessary for participation in society
C. Developing speaking and relating skills
D. Developing the socialite to remain forever young
Answer: B

11. Which is an application of the functionalist theory?

A. Schools must do their part to socialize children or else children will turn out to be delinquent citizens.
B. Schools must teach students to accept their status in life for there is nothing that they can do about it.
C. Schools must make learners understand that in life there will always be the powerful and the powerless.
D. Schools must teach students to speak in clear symbols.
Answer: C

12. Who is associated with the conflict theory?

A. Weber
B. Marx
C. Dewey
D. Durkheim
Answer: B

13. Which theory states that it is okay to have clashes in society?

A. Functionalism
C. Symbolic interactionism
B. Conflict theory
D. Social Darwinism
Answer: B

14. According to the functionalist theory, what happens when one institution fails to do its part?
A. Other institutions get paralyzed
B. The non-functioning institution gets eliminated
C. Other institutions take over the function
D. The non-performing institution gets penalized
Answer: A

15. For an ideal interaction in the community what must be observed?

A. The symbol must be contemporary.
B. Don't use symbols.
C. Those involved must analyze the meaning of the symbol.
D. The symbol must be clear to both giver and receiver.
Answer: D

TEST II: EXPLAIN IN A SENTENCE WHY EACH EDUCATION PHILOSOPHER WAS ASSOCIATED WITH THESE GIVEN
WORDS: 2 POINTS EACH ITEM. A TOTAL OF 12 POINTS.

a) John Locke - the empiricist (The empiricism was a label given to him because he thought that knowledge was based on empirical
observations and experiences).

b) Spencer - the utilitarianist (He developed an evolutionary utilitarian ethics in which the principles of ethical living are based on the
evolutionary changes of organic development).

c) John Dewey – experience (Human experience, he believes that reached its peak in the growth of the human minds, as well in the manner of
thinking about to experiencing life).

d) George Counts - Building a new social order (His goal was to get teachers to move beyond abstract philosophical ideas of democracy and
to educate clearly about power and injustices by urging them to prioritize the creation of a better social order as a primary goal.

e) Theodore Brameld - the Social Reconstructionist( He was a supporter of social reconstructionist, an educational philosophy that stressed
that reformation of the society, human being must be formed into an integrated and caring society according to him via education.
f) Paulo Freire - Critical pedagogy vs. banking method (He favored critical pedagogy over the banking method because he believed that
learning entailed more than simply providing and depositing information for students.

TEST III: MAKE A TABLE SUMMARY OF THE PHILOSOPHIES OF EDUCATION. A TOTAL OF 12 POINTS

Philosopher Philosophy on Aim/s and Method/s of Classroom/School Application

Education

John Locke Believed that the purpose of education was Locke believed the purpose of education
 to bring children up to be virtuous, using was to produce an individual with a sound
the power of reason to overcome desire. mind in a sound body so as to better serve
his country. Locke thought that the content
of education ought to depend upon one's
station in life.
Herbert Spencer “The great aim of education is not Believed that the only way to gain
knowledge, but action.” “For discipline, as knowledge was through a scientific
well as for guidance, science is of chiefest approach. Learning should be a sensory
value experience where a student interacts within
his/her environment; a slow, gradual, and
inductive process.
John Dewy Highlights the importance of imagination to Helps improve your students' experiences in
drive thinking and learning forward, and for the classroom. Students will learn to
teachers to provide opportunities for participate actively and develop personal
students to suspend judgement, engage in interest in the classroom lessons, becoming
the playful consideration of possibilities, lifelong learners.
and explore doubtful possibilities.
George Count He wanted teachers to go beyond abstract, He wanted teachers and students to count
philosophical conceptions of democracy among their primary goals the building of a
and teach explicitly about power and better social order.
injustice.
Theodore Brameld Believed the creation of a new social Advocated that schools be a driving force
order through education would fulfill the for social and political change.
basic values of society and harmonize
with the underlying social and economic
forces of the modern world.
Paulo freire Education must be centered upon Paulo Regus Neves Freire was a Brazilian
developing critically conscious, educator and philosopher who was a
'humanized', learners who act to liberate leading advocate of critical pedagogy. He is
themselves, and the world, from injustice. best known for his influential work
Pedagogy of the Oppressed, which is
generally considered one of the
foundational texts of the critical pedagogy
movement.

TEST IV: MAKE A TABLE OF SUMMARY OF KEY PERIODS IN EDUCATIONAL HISTORY FROM 7000 B.C- AD 1600. A
TOTAL OF 35 POINTS.

Historical Group or Educational Goals Curriculum Agents Influences on Western

Period Education

Primitive Societies(7000
BC- 5000 BC

Greek 1600 BC- 5000 BC

 Roman 750 BC- AD 450

Arabic AD 700- AD1350

Medieval AD 500- AD 1400

SSRenaissance AD 1350-
AD 1500

Reformation AD 1500-
AD 1600

TEST IV: WHAT WAS/WERE THE FOCUS/FOCI OF EDUCATION OR SCHOOLS DURING THE; 1. PRE-COLONIAL
PERIOD, 2. SPANISH PERIOD, 3. AMERICAN REGIME 4. JAPANESE OCCUPATION 5. POST-COLONIAL PERIOD. 3
POINTS FOR EACH ITEM. A TOTAL OF 15 POINTS.

1. PRE-COLONIAL PERIOD
- During the pre-colonial period, most children were provided with solely vocational
training, which was supervised by parents, tribal tutors or those assigned for specific, specialized roles
within their communities.

2. SPANISH PERIOD
- Education was “Religion Centered” It may also an Education for the elite only.

3. AMERICAN REGIME
- There were three levels of education during American period. The Elementary, Secondary, and College.

4. JAPANESE OCCUPATION
- Eradication of the idea of reliance upon Western States particularly the US and Great Britain, Fostering a new
Filipino culture based on the consciousness of the people as Orientals. Elevating the moral of the people giving up over-emphasis on
materialism. Diffusion of elementary education and promotion of vocation education

5. POST-COLONIAL PERIOD
- Education aimed at the full of realization of the democratic ideals and way of life.

TEST V. CITE HOW SCHOOLS AT PRESENT ARE WORKING ON THE REALIZATION OF THESE 4 PURPOSES AS CITED
BY THE FUNCTIONALISTS. 8 POINTS.

4 PURPOSES AS CITED BY THE FUNCTIONALISTS

Intellectual purposes
– Acquisition of cognitive skills, inquiry skills.

Political purposes
– Educate future citizens; promote patriotism; promote assimilation of immigrants; ensure order public civility and conformity to laws.

Economic purposes
– prepare students for later work roles, select and train the labor force needed by society.

Social purposes
– promote a sense of social and moral responsibility; serve as site for the solution or resolution of social problems; supplement the effort
of other institutions of socialization such as the family and the church.