1
Ooooooooooooooooooooooooooooooooooooooooooooooooooooooooo9
Cover designed by: Mr. Medel Valencia
CHAPTER I PHILOSOPHICAL THOUGHTS ON EDUCATION
MODULE 1
ACADEMIC YEAR 2020-2021
Prepared by:
JASON P. RICAFORTE,EdD
Instructor
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
2
MODULE PROF ED 121 THE TEACHER AND THE COMMUNITY SCHOOL
CULTURE AND ORGANIZATIONAL LEADERSHIP
Credits
Pre-Requisite
: 3 units lecture (3 hours/week)
: NONE
Lesson Title: PHILOSOPHICAL THOUGHTS ON EDUCATION
Lesson Objective:
At the end of the module, the learners will be able to:
1. discuss at least 6 philosophical thoughts on Education;
2. enumerate the contributions of 6 philosophers in education and
3. relate the philosophical thoughts in present education.
Lectures and Annotations:
CHAPTER I PHILOSOPHICAL THOUGHTS ON EDUCATION
A. What is Empiricism?
Empiricism is a theory that states that knowledge comes only or primarily from sensory
experience. Empiricism emphasizes the role of empirical evidence in the formation of ideas,
rather than innate ideas or traditions.
Philosophical empiricists hold no knowledge to be properly inferred or deduced unless
it is derived from one's sense-based experience. This view is commonly contrasted with
rationalism, which states that knowledge may be derived from reason independently of the
senses.
John Locke (1632-1704) : The Empiricist Educator
•
•
•
•
•
•
•
Acquire about the world through the senses – learning by doing and by interacting with
environment.
Simple ideas become more complex through comparison, reflection and generalization –
the inductive method.
Questioned the long traditional view that knowledge came exclusively from sources
particularly the Greek and Latin classics.
Opposed e divine right of kings theory which held that the monarch had the right to be an
unquestioned ad absolute ruler over his subjects.
Political order should be based upon a contract between the people and the government.
Aristocrat are not destined by birth to be rulers. People were to establish their own
government and select their own political leaders from among themselves; civic
education is necessary
People should be educated to govern themselves intelligently and responsibly (Ornstein,
1984)
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
3
B. What is Utilitarianism?
Utilitarianism is a theory of morality, which advocates actions that foster happiness or
pleasure and opposes actions that cause unhappiness or harm. Utilitarianism would say that an
action is right if it results in the happiness of the greatest number of people in a society or a
group.
The utilitarian perspective of education focuses on producing students who will be able
to fit into society at an elite level and contribute as a productive citizen. The utilitarian form
of education provides financial security and social status for the individuals and their families if
they are successful.
Herbert Spencer (1820-1903) Utilitarian Education
• Spencer’s concept of Survival of the Fittest means that human development had gone
through evolutionary series of stages from the simple to the complex and from the
uniform to the more specialized kind of activity.
• Social development had taken place according to an evolutionary process by which
simple homogenous societies had evolve to more complex societal systems characterized
with humanistic and classical education.
• Industrialized society require vocational and professional education based on scientific
and practical (utilitarian) objectives rather on the very general educational goals
associated with humanistic and classical education.
• Curriculum should emphasize the practical, utilitarian and scientific subjects that helped
human kind master the environment.
• Was not inclined to rote learning; schooling must be related to life and to the activities
needed to earn a living.
• Curriculum must be arranged according to their contribution to human survival and
progress.
• Science and other subjects that sustained human life and prosperity should have curricula
priority since it aids in the performance of life activities.
• Individual competition leads to social progress. He who is fittest survives. (Ornstein,
1984)
Specialized Education of Spencer vs. General Education
• To survive I a complex society, Spencer favors specialized education over that of general
education. We are I need of social engineers who can combine harmoniously the findings
of specialized knowledge. This is particularly true in the field of medicine.
• The expert who concentrates on a limited field is useful but he loses sight of
interdependence of things he becomes man who knows more and more about less and
less. We must be warned of deadly peril of over specialism. Of course we do not prefer
the other extreme, the superficial person who knows less ad less about more and more.
Spencer’s Survival of the Fittest
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
4
•
HE who is fittest survives. Individual competition leads to social progress. The
competition in class is what advocates of whole-child approach and Socio-emotional
learning (SEL) atmosphere negate. The whole child approach a powerful tool for SELFfocused schools has as tenets – Each students learns in an environment that is physically
and emotionally personalized learning and is supported by qualified and caring adults
…(Frey, N. 2019)
C. What is pragmatism?
It is a doctrine that knowledge should be used to act on things. An idea is indeed true if it
has a practical efficiency. It is the Theory that the intelligence function is not to know to find, but
to know to act.
John Dewey, lauded as the 'Modern Father of Experiential Education,' was a forward
educational philosopher whose ideas still influence education today. His approach of learning by
doing is practiced in classrooms around the world and has changed the way educators present
knowledge and students learn.
John Dewey and Experiential Education
John Dewey was born in Vermont in 1859. He was an American philosopher, psychologist and
educational reformer who has long been considered one of the founders of a theory he referred to
as instrumentalism, also called pragmatism. Instrumentalists believed that in order to be
considered correct a theory must be successfully applied. In other words, instrumentalism is a
belief that practice and theory are linked. Dewey applied his pragmatic beliefs to education, and
his ideas forever changed the landscape of education. His impact even earned him the name 'The
Modern Father of Experiential Education.'
Dewey's Theory of Education
Dewey's thoughts on education, originally published in his 1938 work Experience and
Education, analyzed both traditional and progressive education. Traditional education's focus
was more on curriculum and heritage, defining a student's learning path for them; a progressive
education focused on the student's interest rather than that of the instructor or subject. In Dewey's
opinion, neither of these schools of thought were sufficient. Dewey believed that traditional
education was too strict and progressive education too spontaneous. He believed that traditional
education left little regard for the learner's interests and progressive education was too
individualized.
John Dewey (1859-1952): Learning Through Experience
• Education is a social process and so school is intimately related to the society that it
serves.
• Children are socially active human beings who want to explore their environment and
again control over it.
• Education is a social process by which the immature members of the group, especially
the children, are brought to participate in the society.
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
5
•
•
•
•
•
•
•
•
•
•
•
The school is a special environment established by members of the society, for the
purpose of simplifying, purifying and integrating the social experience of the group so
that it can be understood, examined and used by its children
The sole purpose of education is to contribute to the personal and social growth of
individuals.
The steps of the scientific or reflective method which are extremely important in
Dewey’s Educational Theory are as follows:
o The learner has a genuine situation of experience involvement in an activity in
which he/she is interested.
o Within this experience the learner has a genuine problem that stimulates thinking.
o The learner possesses information or does research to acquire information needed
to solve the problems.
o The learner develops possible and tentative solutions that may solve the problem.
o The learners test the solutions by applying them to the problem. In this way one
discovers their validity for one self.
The fund of knowledge of the human race-past ideas, discoveries and inventions was to
be used as materials for dealing with problems. This accumulated wisdom of cultural
heritage has to be tested. If it served human purposes, it becomes part of reconstructed
experience.
The school is social, scientific and democratic. Social.The school introduces children to
society and heritage. The school as miniature society is a mean mans of bringing children
part of a participation.
The school is scientific in the sense that it is a social laboratory in which children and
youth could test their ideas and values. In here, the learner acquires the disposition and
procedures associated with scientific or reflective thinking and acting.
The school is democratic because the learner is free to test all ideas, beliefs and values.
Cultural Heritage, customs and institutions are all subject to critical inquiry, investigation
and reconstruction.
School should be used by all, it being a democratic institution. NO barrier of custom or
prejudice segregate people. People ought to work together to solve common problems.
The authoritarian or coercive style of administration and teaching is out of place because
they block genuine inquiry and dialogue.
Education is a social activity and school is a social agency that helps shape human
character and behavior.
Values are relative but sharing, cooperation and democracy are significant human values
that should be encouraged by schools (Ornstein, A. 1984).
The Fund of Knowledge of the Human Race
• Dewey does not disregard the accumulated wisdom of the past. The past ideas,
discoveries and interventions, our cultural heritage, will be used as the material for
dealing with problems and so will be tested. If they are of help, they become part of a
reconstructed experience. If they are not totally accurate, they will still part of
reconstructed experience. This means that the ideal learner for Dewey is not just one who
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
6
can learn by doing, e.g conduct an experiment but one who can learn can connect
accumulated wisdom of the past to the present.
Schools are for the People and BY the People
• Schools are democratic institutions where everyone regardless of age, ethnicity, social
status is welcome and is encouraged to participate in the democratic process of decisionmaking. Learners and stakeholders practice and experience democracy in schools.
D. George Counts (1889-1974): Building A New Social Order
• Education is not based on eternal truths but is relative to a particular society living at a
given time and place.
• By allying themselves with groups that want change society, school should cope with
social change that arises from technology.
• There is a cultural lag between material progress and social institutions and ethical
values.
• Instruction should incorporate a content of a socially useful nature and a problem-solving
methodology. Students are encouraged to work on problems that have social significance.
• Schools become instrument for social improvement rather than an agency for preserving
the status quo.
• Teachers should lead society rather than follow it. Teachers are agent of change.
• Teachers are called on to make important choices in the controversial areas of economics,
politics and morality because if they failed to do so, others would make the decisions for
them.
• School ought to provide an education that afford equal learning opportunities to all
student. (Ornstein, A 1984)
Schools and Teacher as Agents of Change
• For George Counts, schools and teachers should be agent of change. Schools are
considered instrument for social improvement rather that as agencies for preserving the
status qou. Whatever change we work for should always be change for the better not just
change for the sake of change.
• Teachers are called to make decision on controversial issues Not to make a decision is to
actually making a decision.
• Like, Dewey, problem solving, should be the dominant method for instruction.
Lag Between Material Progress and Ethical Values
Counts asserts that there is a cultural lag between material progress and social institutions
and ethical values. Material progress of humankind is very evident but ethical and moral
development seem to have lagged behind. A friend once wrote The Egyptians had their horses.
Modern man has his jet but today it is still the same moral problems that plague humankind.
Indeed, with science and technology, we have become very powerful and yet powerless. We
have conquered a number of diseases and even postponed death for many, we have conquered
aging, the planets, the seas but we have not conquered ourselves.
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
7
E. Theodore Brameld (1904-1987)- Social Reconstructionism
• As the name implies, social reconstructionism is a philosophy that emphasizes the
reformation of society. The social reconstructionist content that:
… humankind has moved from an agricultural and rural society to an urban and
technological society… there is a serious lag in cultural adaptation to the realities
of technological society. Humankind has yet to reconstruct its values in order to
catch up with the change in the technological order, and organized education has a
major role to play in reducing the gap between the values of the culture and
technology. (Ornstein, 1984)
• So the social Reconstructionist asserts that school should: critically examine present
culture and resolve inconsistencies, controversies and conflicts to build a new society not
just change society…do more than reform the social and educational status qou. It should
seek to create new society… Humankind is in a state of profound cultural crisis. If
schools reflect the dominant social values… then organized education will merely
transmit the social ills that are symptoms of the pervasive problems and afflictions that
beset humankind… The only legitimate goal of a truly human education is to create a
world order in which people are in control their own destiny. In an era of nuclear
weapons, the social reconstructionist see an urgent need for society to reconstruct itself
before it destroys itself. (Ornstein, 1984)
• Technological era is an era of interdependence and so education must be international in
scope for global citizenship.
• For the Social reconstructionists, education is designed to awaken students consciousness
about social problems and to engage them actively in problem solving. (Ornstein, 1984)
• Social recosntuctionists are firmly committed to equality or equity in both society and
education. Barriers of socio-economic class and racial discrimination should be
eradicated.
• They also emphasize the idea of an interdependent world. The quality of life needs to be
considered and enhanced on a global basis. (Ornstein, 1984)
Like John Dewey and George Counts, social reconstrcutionists Brameld believe in active
problem solving as the method of teaching and learning. Social cosntructionists are
convinced that education is not a privilege of the few but a right to be enjoyed by all.
Education is a right that all citizens regardless of race and social status must enjoy.
F. Paulo Freire (1921-1997) - Critical Pedagogy
Critical Pedagogy and Dialogue vs. the Banking Model of Education
• Paulo Freire, a critical theorist, like social reconstructionist, believed that systems must
be changed to overcome oppression and improved human conditions.
• Education and literacy are vehicle for social change. In his view, human must learn to
resist oppression and not become its victims, nor oppress others. To do so requires
dialogue and critical consciousness, the development o awareness to overcome
domination and oppression.
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
8
•
•
•
•
•
•
Rather than –teaching as banking- in which the educators deposit information into the
students head, Freire saw teaching and learning as a process of inquiry in which the child
must be invent and reinvent the world.
Teachers must not see themselves as the sole possessors of knowledge and their students
as empty receptacles. He calls this pedagogical approach the banking method of
education.
A democratic relationship between the teacher and her students is necessary in order for
the conscientization to take place.
Freire’s critical pedagogy is a problem posing education.
A central element of Freire’s pedagogy is Dialogue. It is love and respect that allow us to
engage people in dialogue and to discover ourselves in the process and learn from one
another. By its nature, dialogue is not something that can be imposed. Instead, genuine
dialogue is characterized by respect of the parties involved toward one another. We
develop a tolerant sensibility during the dialogue process, and it is only when we come to
tolerate the points of view and ways of being of others that we might be able to learn
from them ad about ourselves in the process. Dialogue means the presence of equality,
mutual recognition, affirmation of people, a sense of solidarity with people, and
remaining open to questions.
Dialogue is the basis for critical and problem-posing pedagogy, as opposed to banking
education, where there is no discussion, only the imposition of the teacher’s ideas on the
students.
All of the education philosopher, point to the need of interacting with others and of creating a
community of inquiry as Charles Sanders Pierce put
it. The community of inquiry is a group of persons involved inquiry, investigating more or
less the same question or problem, and developing through their exchanges a better
understanding both of the questions as well as the probable solutions (Lee, 2010) A
community of inquiry will engage learners in active problem solving.
Activity 1
Direction. Read the sentence carefully. Identify the word being described in each number. Choose
your answer in the box then write it on the space provided before each number.
A. utilitarianism
B. survival of the fittest
C. social reconstructionism
D. education
E. pragmatism
F. technological era
G. dialogue
H. progressive education
I. traditional education
J. empiricism
_____ 1.
It is a central element of Freire’s Pedagogy.
_____ 2.
It a social process by which the immature members of the group, especially the
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
9
children, are brought to participate in the society.
_____ 3.
It is a theory that states that knowledge comes only or primarily from sensory
experience.
_____ 4.
It is a theory of morality, which advocates actions that foster happiness or
pleasure and opposes actions that cause unhappiness or harm.
_____ 5.
It is a time of interdependence and so education must be international in scope for
global citizenship.
_____ 6.
It is a doctrine that knowledge should be used to act on things.
_____ 7.
It is a philosophy that emphasizes the reformation of society.
_____ 8.
It means that human development had gone through evolutionary series of stages
from the simple to the complex and from the uniform to the more specialized kind
of activity.
It focuses more on curriculum and heritage, defining a student's learning path for
_____ 9.
them.
_____ 10.
It is a progressive education focused on the student's interest rather than that of the
instructor or subject.
Activity 2
Modified True or False: Write TRUE if the statement is correct and if it is false change the
underlined word(s) or phrase to make statement correct. Write your answer on the space provided
before each number.
___________________________ 1. According to Ornstein 1984, People should be educated to
govern themselves intelligently and responsibly.
___________________________2. It is love and respect that allow us to engage people in
dialogue and to discover ourselves in the process and learn from one another.
__________________________ 3. For the Social constructionists, education is designed to
awaken students consciousness about social problems and to engage them actively in problem
solving .
_________________________ 4. For John Dewey, schools and teachers should be agent of
change.
_________________________ 5. Revolutionized society require vocational and professional
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
10
education based on scientific and practical (utilitarian) objectives rather on the very general
educational goals associated with humanistic and classical education.
Activity 3
Match the name of philosophers in column A with the words connected to them. Write you’re
your answer on the space provided in each number.
A
B.
_____ 1. John Locke
A. experience
_____ 2. Herbert Spencer
B. Critical pedagogy and Banking Method
_____ 3. John Dewey
C. The Empiricist
_____ 4. George Counts
D. The Social Reconstructionisr
_____ 5. Theodore Brameld
E. The Utilitarianist
_____ 6. Paulo Freire
F. Building a new Social order
Activity 4
Make a Table Summary of the philosophers of education by completing the table below.
NAME OF PHILOSOPHER
CONTRIBUTIONS
1. John Locke
2. Herbert Spencer
3. John Dewey
4. George Counts
5. Theodore Brameld
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
11
6. Paulo Freire
Reflection Time
My journal
Things I Learned from this Chapter
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
12
______________________________________________________________________________
______________________________________________________________________________
Assessment
Directions: Read the questions carefully. Choose the letter of the correct answer. Write your
answer on the space provided before each number.
_____ 1. Which of the following philosophical thoughts acquire about the world through the
senses?
A. Empiricism
C. Reconstructionism
B. Utilitarianism
D. Pragmatism
_____ 2. Which of the following philosophical thoughts focuses on producing students who will
be able to fit into society at an elite level and contribute as a productive citizen?
A. Empiricism
C. Reconstructionism
B. Pragmatism
D. Utilitarianism
_____ 3. Which of the following philosophers introduce the concept of survival of the fittest?
A. John Dewey
C. Herbert Spencer
B. John Locke
D. Paulo Freire
_____ 4. Which of the following philosophers contribute the idea of learning by doingexperience concept?
A. John Dewey
C. Herbert Spencer
B. John Locke
D. Paulo Freire
_____ 5. Which of the following philosophers contributes the critical pedagogy which focused
to problem-posing education?
A. John Dewey
C. Herbert Spencer
B. John Locke
D. Paulo Freire
_____ 6. 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
_____ 7. Which teaching practices goes with the banking system of education which was
contrary to Paulo’s Freire’s educational though?
A. Use of problem-solving
B. Study of the great books
C. School as an agent of change
D. Introduce a new society
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
13
_____ 8. For which teaching will social recostructionists be?
A. Stress on isolationism
B. Inequality and inequity as normal for an international society
C. Building of an interdependent world that is international I scope
D. Narrow concept of nationalism
_____ 9. Why Spencer’s educational thought described as utilitarian?
A. He emphasized vocational and professional education based on scientific and
practical.
B. He stressed on general education 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.
_____ 10. For which educational practice was John Dewey?
A. Problem-Solving
B. Banking Method
C. Emphasis on the Humanities
D. Teaching of the Classics
References
Arcangel, Clotilde N, corpus, Brenda B and Prieto, Neli G. The Teacher and The
Community School Culture and Organizational Leadership.
JASON P. RICAFORTE,EdD
Jason.ricaforte@deped.gov.ph
Contact Numbers: 09173187246
EDUC 10 ,2nd Sem 2020-2021
Facebook Acct:
https://www.facebook.com/jason.ricaforte.7/
The content of this module is for educational reference only. Its
content is credited to the owners and authors of THE TEACHER AND THE
COMMUNITY SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP