Educ. 12.

Yellow paper
Output No. 1 (FIRST PRELIM)

DISCUSSION QUESTIONS:

1. Distinguish between consensus and conflict theories.

Consensus theory seeks to determine what all people in a society have in common. This
commonality becomes the center of the public persona of the society. It stresses the fact that the
reality of the consensus, that single public persona, must predate the actual articulation of that
consensus. In other words, it is both a social reality and a means of understanding that reality.

Conflict theory, on the other hand, seeks to determine who, why and how those with power have
imposed specific aspects of culture on a society. According to conflict theory, culture is the
means by which the powerful, who are those with wealth or social status, impose their will on
society. Ultimately, the powerful hope to make “culture” seem like consensus, while in reality, it
is the creation of the elite.

2. How are the structural functionalism and symbolic interactionism theories related to education?

Structural functionalism and symbolic interactionism theories are both theoretical paradigms that
can be applied when studying society's structure. A functionalist approach is based on the more
objective scientific method, meaning that they tend to see society as an organism with interacting
and interlocking parts. They want to know how society fits together. How parts function to lend
to stability or instability of the whole. Functionalists view education as an important social
institution that contributes both manifest and latent functions. They see education as serving the
needs of society by preparing students for later roles, or functions, in society.

While a symbolic internationalist approach is more interpretive. They would focus more on the
actions or reactions that individuals have when they attach meaning to these interacting and
interlocking parts. They are more interested in why and how people define their situations
because they believe that it is how these individuals create their identity, which is why most
research is based on individuals' observations. symbolic interactionism then, focuses on education
as a means for labeling individuals.

Activity: Interview a teacher on the influence of the conflict and consensus theories on his/her work as a
teacher. Submit a write-up of the interview.

CONFLICT THEORY is the social inequality of education wherein it focuses on the struggle  of social
classes to maintain dominance and power in social system. It also includes the I.Q. discrimination of the
students.

Last Nov. 09, 2020, I interviewed Ms. Marichu Eva, 54 years old, a Master Teacher 1 in St. Peter’s
College of Toril, teaching English and Economics in College Department for ten years. The purpose of
my interview is to know the influence of the conflict and consensus theories on her work as a teacher.
Luckily, she responded positively towards my questions.

According to Ms. Eva, there were two sociological theories that can possibly exist in any class. These are
the Conflict Theory and the Consensus Theory. Conflict Theory (which is traced to Karl Marx) makes
one group dominant over other groups.  Usually, the dominant group dictates the rules and expects
unwavering obedience from its members.  Conflict Theory stems from the precept that this obedience can
bring forth order.  Such belief/concept has been and is still evident in communist and socialist societies. 

In the field of education, Conflict Theory can develop the students’ ability to focus and achieve mastery
of certain skills and concepts if the teacher is seen as dominant or “ruler” over the learners, she added. In
some cases, the dominant entity can be the school administration, or the supreme student council. This
can exact order and cut down misbehavior, but she personally think that if Conflict Theory is applied all
throughout the learning process, order may be present but freedom is curtailed. Later on, rebellion will
rise.

Moreover, she believed that the Consensus Theory, on the other hand, gives the opportunity for real
education to flow freely. Decisions are made out of a unified agreement among leaders and members of a
group.  Learning competencies and strategies are well-planned by a conglomeration of
experts.  Educational resources target common objectives to help and guide the learners achieve their
dreams. Meetings and consultations are made to come up with acceptable school rules and regulations. In
the classroom, the teacher does not only teach, he also facilitates.  The teacher creates a teaching-learning
atmosphere that is inspiring and fulfilling. He is not somebody to be wary of, but someone to approach
for clarification and for supplemental or remedial measures.  The Consensus Theory can make the learner
feel involved. She also emphasized that in order to ease herself from too much pressure when there are
discipline issues, she let her students sign Behavior Contracts with their parents as witnesses.  At the start
of the school year, the ‘fill-up rubrics for study habits and behavior.  By doing this, the students will
immediately know that they, too, are responsible for their own learning experience.  Other activities
related to the subject (English) she teaches are agreed upon by the students.  These are done individually
or in groups. Through the Consensus Theory, creativity is optimized, learning is actualized.

Ms. Eva further told me that as a teacher it is her responsibility not to be affected by these instances. The
teachers have to be very fair and just with their students specially when it comes to the grade results. No
matter what their social, economic and individual differences, teachers have to guide the students and
give all their time to teach them professionally and wholeheartedly. Also, the teachers should always give
student's what they really need and what they deserve whether these student is a rich kid, poor kid, rank 1
or the bullying type. She also added that for her ten years in teaching, with all her heart and honesty, she
not allowing herself be affected by this Conflict Theory. Conflict partially means "PROBLEM", she
doesn’t want to encounter problem in teaching that is why she is very particular with how she will show,
feel and teach her students the value of love, knowledge, fairness and equality no matter what their
individual differences.

Output No. 2 (FIRST PRELIM)

DISCUSSION QUESTIONS:

1. What are the four pillars of education?

a. Learning to know
b. Learning to do
c. Learning to live together
d. Learning to be

2. How do teachers equip the pupils/students with learning opportunities guided by the four pillars
of education?

To equip the students with learning, the teacher may;

a. (Leaning to know) Ask the students to read for reading comprehension, to research for a topic
to let them seek for new knowledge, and to analyze a story that a teacher read to the whole
class.
b. (Learning to do) Quizzes and exams are perfect example for this. This is to test and challenge
the students' ability to apply knowledge. Projects may suffice too.
c. (Learn to be) Assigning reports to present in class or any public speaking project about
certain matter might boost the self-esteem, critical thinking and emotional intelligence of the
students.
d. (Learn together) Cultural sensitivity is always important to hone the values of the students.
Thus, asking and encouraging students to connect their knowledge to their everyday life and
to their habits should be implemented in schools.

3. Cite concrete illustrations or applications of how the four pillars of education contribute to
lifelong learning.

a. Learning to Know- Learning to Know involves the acquisition and development of

knowledge and skills that are needed to function in the world. Examples of skills under
this pillar of learning include literacy, numeracy, and critical thinking.
b. Learning to Live Together- Learning to Live Together involves the development of social
skills and values such as respect and concern for others, social and inter-personal skills
and an appreciation of the diversity among people. These skills would enable individuals
and societies to live in peace and harmony.
 c. Learning to Do- Learning to Do involves the acquisition of skills that would enable
individuals to effectively participate in the global economy and society. These skills are
often linked to occupational success, such as vocational and technical skills,
apprenticeships, and leadership and management competencies.
d. Learning to Be- Learning to Be involves activities that promote holistic personal
development (body, mind and spirit), for an all-round ‘complete person.’ These include
cultivating one’s self analytical and socials skills, creativity, personal discovery and an
appreciation of the inherent value provided by these pursuits. An example under this
pillar is a teacher who participates in training workshops that will enhance his/her
knowledge and skills in the teaching learning process.

Activity: Discuss the ideas expressed in the clippings in relation to fostering peace in the world.

Promoting peace through Art Peace Education

Care for Animals

Care for Animals: When we advocate for the intrinsic value of national parks, preserving millions of
acres of pristine wilderness, we are talking about peace. Peace is at the core of evidence that parks and
wild places are necessary to human spirit and health. For example, the United Nation Sustainable
Development Goals (SDGc) emphasizes the sustainable cities, renewable energy, responsible
consumption and production, quality education and the empowerment of women, they actually transform
their visitors into advocates for peaceful world. Aquarium and zoo experiences can best prompt us to care
and connect to nature when we do not think of ourselves as “superior to or dominant over nature.” Peace
is about unity.

Promoting peace through art: Creating art is a way to reimagine the future, to build bridges and foster
understanding, to develop empathy, to make friends, to express feelings, to build self-confidence, to learn
how to be flexible and open-minded, to be exposed to different ideas and learn to listen to the views of
others, and to work collaboratively. In a world in which many live amidst violence, some organizations
are creating opportunities for children and adults to engage in the arts and to discover things about
themselves and others that will help them better deal with differences and handle conflicts peacefully.
Many organizations are geared towards children and teens, as they are the world's next leaders, doers, and
activists, and the best hope for a new and better future. Some of the organizations are international, some
are more local, but all are necessary, and doing important work.

Peace Education: Peace education activities promote the knowledge, skills and attitudes that will help
people either to prevent the occurrence of conflict, resolve conflicts peacefully, or create social conditions
conducive to peace. This can be delivered to people of all ages, in both formal and informal settings. In
order to achieve these ideals, peace education programs across the world address a wide range of themes.
I guess, these include nonviolence, conflict resolution techniques, democracy, disarmament, gender
equality, human rights, environmental responsibility, history, communication skills, coexistence, and
international understanding and tolerance of diversity.
 Educ 12
First Prelim
Second Term/First Sem
SY: 2020-2021

Name: _________________________________________ Date: __________

Course/Year: ______________________________ Rating: ___________

Do as indicated. Write your answer in a yellow pad paper:

1. Explain the relationship of the various social theories conflict, consensus, functionalism,
internationalist theories and educational system.

a. Functionalism – Functionalists view education as one of the more important social

institutions in a society. They contend that education contributes two kinds of functions:
manifest (or primary) functions, which are the intended and visible functions of
education; and latent (or secondary) functions, which are the hidden and unintended
functions.
b. Conflict Theory - Conflict theorists do not believe that public schools reduce social
inequality. Rather, they believe that the educational system reinforces and perpetuates
social inequalities that arise from differences in class, gender, race, and ethnicity. Where
functionalists see education as serving a beneficial role, conflict theorists view it more
negatively. To them, educational systems preserve the status quo and push people of
lower status into obedience.
c. Consensus Theories shared norms and values as fundamental to society. It focusses on
social order based on tacit agreements

2. Differentiate consensus from conflict.

Consensus theory stresses what social groups have in common. Consensus theorists support the
idea that everyone in society has a shared, communal goal which they work together in harmony
to achieve. This is known as social solidarity. While conflict theory stresses the fact that different
groups in have widely varying access to power and wealth. Conflict theorists take a much
different approach. They see society as being based on the interests of one powerful group which
imposes and marginalizes others in society. 

One difference between consensus and conflict theories are that consensus emphasizes harmony,
integration and stability within society. Conflict theories, however, stress conflict, struggle and
change. An example, is the functionalist theory which believes harmony is necessary for society
to function effectively. However, Marxism, which is a conflict theory, believes that it is the
bourgeoisie that impose idea and control what happens in society and the proletariat have no say
or control.

Another difference between consensus and conflict theories is that the consensus theorists stress
value consensus. This is shared values which are agreed upon by society as a whole. Whereas,
conflict theorists do not believe this. Conflict theories believe that values are imposed on society
by powerful groups and that there is no agreement, amongst less dominant groups, on
what constitutes societies norms and values. 

3. Why conflict arises in a society?

Society is built and comprises of human beings. In human relations, Conflicts is ever present.
Conflicts arise in society when the social process are challenged by individuals or groups by
violence or similar threats. The Interference of social plans, cultural differences, interest clashes,
social changes, difference in beliefs and ideals are major causes of conflicts. Thus, Conflicts can
be at personal, political, personal, racial, and even International levels which can cause turbulence
in the harmony of society. In other word, Conflict arises primarily from a clash of interests
within groups and societies and between groups and societies. Conflicts also ensue as a result of
the difference between the rate of change in the moral norms of a society and men's desire, hopes,
dissatisfactions and demands.
4. Differentiate human beings from lower animals.

From a biological perspective, humans are animals, as we share quite a few anatomical and
physiological similarities with them, however, enough differences to exist to separate us from
other animals. Anatomically, humans are quite similar to most other animals as we share a
common body structure. For instance, the hand of a bat and the hand of a human are considered
homologous as a result of shared ancestry. The following are some of the important difference
between humans and animals

Humans Animals
Humans belong to the species “Homo Animals cover a number of species.
sapiens”
Humans are omnivores. Most animals are either herbivores or
carnivores. Animals like bears are omnivores.
The average human brain weighs 1.2 kgs Brain size varies across species – with the
largest ones weighing in at 6.92 kgs (blue
whales) and the smallest ever belonging to
the rag worm, measuring just under 180
micrometers across (equal to the width of a
human hair)
Just like animals, humans are also driven by Animals are primarily driven by instincts.
instincts. However, we can also reason.
Modern humans are bipedal. Most vertebrates are quadrupedal, i.e., they
walk on four legs. Few animals such as snakes
crawl. The aquatic organisms have fins to
swim.
Humans have “true language” to express Animals communicate with each other;
themselves. however, none have the complexity nor
the expressiveness of the human language.

5. Explain.. Looking glass-self

The looking-glass self describes the process wherein individuals base their sense of
self on how they believe others view them. Using social interaction as a type of
“mirror,” people use the judgments they receive from others to measure their own
worth, values, and behavior. According to Self, Symbols, & Society, Cooley's theory is
notable because it suggests that self-concept is built not in solitude, but rather within social
settings. In this way, society and individuals are not separate, but rather two
complementary aspects of the same phenomenon.

6. Identify the four pillars of education and briefly explain each.

a. Learning to know, involves the acquisition and development of knowledge and skills that
are needed to function in the world. Examples of skills under this pillar of learning include
literacy, numeracy, and critical thinking.
b. Learning to do, involves the acquisition of skills that would enable individuals to effectively
participate in the global economy and society. These skills are often linked to occupational
success, such as vocational and technical skills, apprenticeships, and leadership and
management competencies.
c. Learning to live together, involves the development of social skills and values such as respect
and concern for others, social and inter-personal skills and an appreciation of the diversity
among people. These skills would enable individuals and societies to live in peace and
harmony.
d. Learning to be, involves activities that promote holistic personal development (body, mind
and spirit), for an all-round ‘complete person.’ These include cultivating one’s self analytical
and socials skills, creativity, personal discovery and an appreciation of the inherent value
provided by these pursuits. An example under this pillar is a teacher who participates in
training workshops that will enhance his/her knowledge and skills in the teaching learning
process.
7. Explain the importance of living in harmony with each other and with the environment.

Living in harmony with each other and with nature improves our thinking ability. Children also
benefit from being in the presence of green spaces. Many children leave their home in the
morning to go to their school and return home to play with their computers. On the other hand,
children who are in contact with green spaces rarely get sick, have better physical concentration,
balance, and agility, are more imaginative and observant, have more ability to have fun and
collaborate in groups, show more reasoning capacity and more peace inside.

8. What do you think would happen to a society without consensus?

Without consensus, the society or community will be chaotic. People living in conflict every
second of every hour of day of every week of every year decade, and perhaps of one whole
human existence. Consensus gives us a taste of how things could be done differently. It aims to
dismantle all kinds of hierarchy, and replace it with shared power, it is based on the values of
equality, freedom, cooperation and respect for everyone’s needs.