VISION MISSION

The Camarines Norte State College

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studies in the fields of education, arts
higher education and sciences, economics, health,
institution in the Bicol Republic of the Philippines engineering, management, finance,
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Region. Camarines Norte State College administration, agriculture, natural
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College of Education course. It shall also respond to
research, extension and production
Abao Campus services adherent to progressive
leadership towards sustainable

Reconstructionism
in
Education
Discussants:
Luzarraga, Ceres B.
Herradura, Jenny lyn
Solomon, Christine
Yanela, Rocelyn
Obog, Joyce
BSED 3-A

Submitted to:
Eduardo D. Abad, MAEd.
Instructor I

Summer 2017
RECONSTRUCTIONISM

TABLE OF CONTENTS
Introduction 2

Aim of Education 5

Methods of Teaching 7

Role of Teachers 10

Role of Students 12

Strengths and Weaknesses 12

Evaluation 14

References

Introduction

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 Theodore Brameld (1904-1987) was the founder of social

reconstructionism, in reaction against the realities of World War II. He recognized

the potential for either human annihilation through technology and human cruelty

or the capacity to create a beneficent society using technology and human

compassion. George Counts (1889-1974) recognized that education was the

means of preparing people for creating this new social order. Social

reconstructionism is a philosophy that emphasizes the addressing of social

questions and a quest to create a better society and worldwide democracy.

Reconstructionist educators focus on a curriculum that highlights social reform as

the aim of education.

Critical theorists, like social reconstructionists, believe that systems must

be changed to overcome oppression and improve human conditions. Paulo

Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to

champion education and literacy as the vehicle for social change. In his view,

humans must learn to resist oppression and not become its victims, nor oppress

others. To do so requires dialog and critical consciousness, the development of

awareness to overcome domination and oppression. Rather than "teaching as

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banking," in which the educator deposits information into students' heads, Freire

saw teaching and learning as a process of inquiry in which the child must invent

and reinvent the world.

For social reconstructionists and critical theorists, curriculum focuses on

student experience and taking social action on real problems, such as violence,

hunger, international terrorism, inflation, and inequality. Strategies for dealing

with controversial issues (particularly in social studies and literature), inquiry,

dialogue, and multiple perspectives are the focus. Community-based learning

and bringing the world into the classroom are also strategies.

Pragmatic Roots

Reconstuctionism in not a fully developed philosophy of life or of

education. Many writers view it as only an extension of progressivism, the

educational philosophy. Like progressivism, it is based on the pure philosophy

of pragmatism. Therefore, its answers to basic questions are the same. In

answer to the ontological question of what is real, reconstructionists agree that

everyday, personal experience constitutes reality. The epistemological question

asks: What is truth and how do we know truth? The reconstructionist claims

that truth is what works, and we arrive at truth through a process of trial and

error. The axiological question asks: What is good and beautiful? The

reconstructionists answer to this is whatever the public consensus says it is!

Social Reconstructionism is a philosophy of education that focuses on

using education to eliminate social inequities. Proponents of this philosophy,

such as myself, hold clear views of what the purpose of education is, what the

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role of the teacher should be, what the nature of curriculum and assessments

should be, and what the method of instruction within classrooms should be. They

believe the purpose of education is to reconstruct society. They also believe the

role of the teacher is to create informative and challenging lessons that will open

their students eyes to social inequities. Advocates of Social Reconstructionism

believe the nature of curriculum and assessments should be material that will

inform students as well as conjure up emotions within them. Lastly, they believe

that the method of instruction within the classroom should be student centered. I

believe this philosophy benefits our society as a whole.

Social Reconstructionism is a student-centered philosophy of education

that is currently relevant and beneficial. This philosophy prepares students for a

future that is ever-changing. Social Reconstructionism focuses on educating

students about issues going on in their society. Its goal is to inform students, give

them the skills they need to be able to take action with what they learn,

encourage them to improve society, and guide them in improving society. With

this philosophy, schools, teachers, and students unite with a common purpose: to

eliminate social problems and tackle social challenges. Proponents of the Social

Reconstructionism philosophy, such as myself, hold a clear view of what the

purpose of education is, what the role of the teacher is, what the nature of

curriculum and assessments should be, and what fitting methods of instruction

are.

Aims, Methods, and Curriculum Content of

Reconstructionist Education
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 The first aim of reconstructionist education an educational philosophy

founded on the belief in a review of prevailing educational systems as corollary to

the unceasing need for social change -is for education to be the instrument by

which social and cultural improvement is achieved. These changes, according to

reconstructionists are necessary in the journey towards a good future and a

better world the final aims of the reconstructionist educational philosophy. The

goal of reconstructionist learning for students is that they themselves may

envision the good future and spend their learning as a preparation for their role in

the future for which they reach. The aims of a reconstructionist education, is an

educational philosophy founded on the belief in a review of prevailing educational

systems as corollary to the unceasing need for social change.

Is for education to be the instrument by which social and cultural

improvement is achived. These change according to reconstructionists is

necessary in the journey towards a good future and a better world.

The reconstructionist students is characterized as prepared to take on the

future, inquisitive, open-minded. He has a high sense of duty towards

fellow human beings or social responsibility. He possesses instrumental

and expressive skills, humor, kindness, and compassion. He is a highly

effective communicator.
Is that they themselves may invision the good future and spend their

learning as a preparation for their role for the future for which they reach.
Is that people act as change agents. They do not think that schools should

be separate from society, and educators should be more involved in the

social cause. Three ideas reconstructionist believe are world community,

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 brotherhood, and democracy should be implemented in school and

society.

Purpose of Education

The purpose of education, according to the philosophy of Social

Reconstructionism, is to reconstruct society. George Counts first proposed this

philosophy of education in his book Dare the Schools Build a New Social Order?

Counts proposed schools reform society, an idea that spread like wildfire when

the book was written in 1932 and that still has not burnt out. Sadker and

Zittleman (2010) explain the purpose of education through Social

Reconstructionism is to encourage schools, teachers, and students to focus

their studies and energies on alleviating pervasive social inequities and, as the

name implies, reconstruct society into a new and more just social order (p. 284).

Learning and all efforts that follow should be for the common goal of eliminating

injustices in society. Since racism, sexism, global warming and environmental

pollution, homelessness, poverty, substance abuse, homophobia, AIDS, and

violence are rooted in misinformation and thrive in ignorance the school is an

ideal place to begin alleviating these problems (Sadker & Zittleman, 2010, p.

285). What better place to correct misinformation and diminish ignorance than in

a controlled setting with students that will one day become the future of their

country? Another purpose of education that the philosophy of Social

Reconstructionism believes in is to reject social Darwinism. Paulo Freire, starting

in the 1930s, began accusing schools of endorsing social Darwinism. In other

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words, students who are talented or come from rich and powerful families rise to

the top of their classes, and undeserving students fall to the bottom both socially

and economically. Social Darwinism accepts poverty and other social injustices

as a part of life- for instance, by implying that the poor deserve to be poor, etc.

Freire rejected this theory and introduced one of his own: praxis. Praxis is the

doctrine that when actions are based on sound theory and values, they can make

a real difference in the world (Sadker & Zittleman, 2010, p. 286). In other words,

self-improvement is attainable and injustices in society do not have to exist. The

purpose of education is to reconstruct society for the better, which proves the

praxis doctrine to be true and social Darwinism to be false.

Methods of Teaching
Instructional methods.

Cooperative learning, problem solving, critical thinking

Focus on active learning and activities outside of school

Students spend time in the community to learn its problems

Would analyze research and link issues to place in the community and

large society

Take action or responsibility in planning for change.

The teaching methods favored by reconstructionists are:

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1. The pupil-teacher dialogue

2. Praxis is effective action. In other words, reconstructionists favor applying

the problem-solving method (scientific method) of the progressives to real-life

problems. After one has reached an intellectual solution to a problem,

reconstructionists favor carefully thought-out social action to remedy or

ameliorate the problem.

Educational Methods

Reconstructionist believes that students are shaped to fit the preexisting

models of living. Reconstructionist wants to see people actively participating in

the educational methods than being passive. Student should participate in

service learning to gain firsthand knowledge and experience community life.

Reconstructionists Platform

Reconstructionists differ significantly from progressives in the matter of social

policy. Progressives acknowledge the rapidly changing conditions around us.

But they are content to just teach students how to cope with change. It has been

said that progressives seek to teach students how to reach intellectual solution

to problems. This often culminates in writing a paper, doing a report or a project

of some kind. This kind of education would tend to mirror the contemporary

society. On the other hand, reconstructionists believe that students must learn

through practical experience how to direct change and control it. They believe

strongly that our culture is in crisis. They believe that things will get

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uncontrollably bad unless we intervene to direct change and thereby reconstruct

the social order.

Reconstructionsists believe that a Utopian Future is a genuine possibility for

mankind if we learn how to intervene and to direct change. They believe that the

school should train students to be social activists in the tradition of Gandhi,

Martin Luther King, Jr., Ralph Nader and Jesse Jackson.

Reconstructionists believe that we should apply the reflective inquiry method to

lifes problems. They feel, however, that we should be prepared to act upon our

conclusions. This requires a sense of commitment and responsibility on the part

of students. This goal of initiating change is of course very controversial. For

this reason, reconstructionism has never caught on fully in our schools.

Questions have been raised concerning whether or not schools should become a

tool for re-making society. Questions have also been raised as to whether

students at any age have the intellectual and social maturity to participate in

social action.

Advocates of social action contend that the more involvement we have, the better

off we will be as a society. They claim that as things stand now, only a small

percentage of people get involved in social issues because they do not know

how to do so. Advocates of social action emphasize that it can be safely

practiced if certain common-sense safeguards are applied. For example:

Young students should be encouraged to act in a more limited setting than

older students, such as the classroom or school, rather than the larger

community.

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 Teachers should help students weigh the probable outcomes of various

lines of social action before anything is done. They should consider

whether or not a given action will solve or ameliorate a problem.

Moreover, they should consider the probable side effects of a given line

of action, including how it will impact on significant others.

Teachers should work with students to get them to accept the

consequences (good or bad) of their actions, once they have taken place,

without complaining or expecting to be let off the hook. This is important if

a sense of commitment and responsibility is to be nurtured.

Role of Teachers
Reconstructionist want teachers to be social activist. They believe the

improvement in society results from continuous thoughtful change and the best

change agent is the educational process.

The teachers main role is that of a resource person or a research

project director who guides the students learning rather than being a

dispenser of knowledge.
Facilitate learning activities
Stimulate learning
Facilitating learning means that the teacher avails opportunities to

learners to experience and work with subject matter in question.

We stimulate and facilitate learning by; asking questions, probing

learners, compelling people to think, and motivating learners

to suggest what they think about topical issues.

Sees education as a tool for solving the problems of society

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 The teacher can inform others about the nature and the extent of

the problem.
Can suggest what one can do about these problems.

Under social reconstructionism teachers have specific roles they are to fulfill.

One main role of a teacher is, as noted by Barakett, Sacca, and Freedman

(2001), to take an active leadership role in helping students clarify their

own social concerns and look toward social change Another role of a

teacher is to create lessons that both intellectually inform and emotionally

stir students about the inequities that surround them and to promote

careful thinking by concern for free discussion, respect for personality,

self-reliance, and vision (Murrow)

Role of Students in a Reconstructionism

Learning Environment

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The role of the student in the reconstuctionist learning environment is to be an

active participant. Students are encouraged to think critically about the world in

which they live in and how it can be changed for the better. Students learn how to

be problem solvers and decision makers. It is common for students to be

challenged on their thoughts and feelings regarding topics. Acquisition of strong

moral values are also encouraged through teaching. Reconstructionism

encourages social activism among its students. It is not uncommon for students

to learn while doing, such as organizing a food drive for the local homeless

shelter.

Strengths and Weaknesses

Critique of Reconstructionism

Strengths of Reconstructionism

a. Critically examines the cultural heritage of a society as well as the

entire civilization

b. Is not afraid to examine cultural issues

c. Commit to bring about social and constructive change

d. Cultivate a future planning attitude that considers the realities of the

world

e. Enlist students and teachers in a definite program to enhance

cultural renewal and inter-culturalism

Weaknesses of Reconstructionism

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 a. Questions have been raised concerning whether or not schools

should become a tool for re-making society.

b. Questions have also been raised as to whether students at any age

have the intellectual and social maturity to participate in social

action.

c. Reconstructionists become precipitous in their recommendation for

reform (all talk with little effect).

d. Lack of popularity among mass of people and educators

e. No new program sand goals to capture the imagination of

contemporary activists

Evaluation
1. They believe that systems must be changed to overcome oppression and

improve human conditions.

Social reconstructionists

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2. The teacher wants to emphasize to the students social questions and

questions about society itself in a better effort to create a more successful society

in the future. What philosophy can he/she use?

Social Reconstruction

3. He claims that truth is what works, and we arrive at truth through a process of

trial and error.

Reconstructionist

4. Their main role is that of a resource person or a research project director who

guides the students learning rather than being a dispenser of knowledge.

Teachers

5. In the classroom, they do not favor any type of ability grouping. They feel

students should be grouped only upon the basis of common interests.

Reconstructionists

6. In an actual situation, they acknowledge the rapidly changing conditions

around us. But they are content to just teach students how to cope with change.

Progressives

7. They believe that young students should be encouraged to act in a more

limited setting than older students, such as the classroom or school, rather than

the larger community.

Advocates of social action

8. It is an educational theory that advocates change, improvement and the

reforming of the school and society.

Social Reconstructionism

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9. It is like social reconstructionists, they believe that systems must be changed
to overcome oppression and improve human conditions.
Critical theorists
10. . In his view, humans must learn to resist oppression and not become its
victims, nor oppress others.
Paulo Freire

11. Recontructionism encourages _______activism among its students.

a. political b. social c.historical d. personal

12.The following are the roles of a student in a reconstructionist learning

environment EXCEPT.

a. to be an active participant

b. to be a decision maker

c. to be a problem solver

d. to observe scientific method

13.According to ____________ people are confronted with mass confusion and

contradiction in modern culture.

a. George S. Counts

b. Karl Max

c. Theodore Brameld

d. None of the above

14. Praxis is ______________.

a. effective action

b. ineffective action

c. action

d. none of the above

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15. A philosophy that is more concerned with the broad social and cultural fabric

in which human exists. It does not seek to make detailed epistemological or

logical studies.

a. perrenialism

b. essentialism

c. reconstrctionism

d. pragmatism

16. They tend to think of themselves as a radical educational reformer rather

than a reactional conservatives, timid moderates or weak-hearted literals.

a. realist

b. essentialist

c. idealist

d. reconstructionist

17. Reconstructionist want _____ to be a social activist.

a. student

b. principal

c. teacher

d. parents

18. What is the teachers main role in reconstructionism?

a. resource person

b. facilitate learning

c. stimulate learning

d. ask question

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19. Curriculum focuses on student experience and taking social action on real

problems EXCEPT

a. hunger

b. education

c. inflation

d. inequality

20.He saw teaching and learning as a process of inquiry in which the child must

invent and reinvent the world.

a. Lev Vygotsky

b Karl Marx

c. Paulo Freire

d. Theodore Brameld

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References

https://oregonstate.edu/instruct/ed416/PP3.html

Dialogue in the Philosophy of Education by Howard Ozman

Philosophy and the American School by Van Cleve Morris

Contemporary Theories of Education by Richard Pratte

facstaff.elon.edu/simonl/rec.doc

Philosophy of Education: Social Reconstructionism by Emily Reeves 2013

www.pangea.selu.edu.com

www.blog.education-africa.com

www.facstaff.elon.edu.com

www.slideshare.net

www.missreevesclassroom.weebly.com

https://reconstructionism.wordpress.com/2011/03/24/the-role-of-the-student-in-a-

reconstructionist-learning-environment/

http://jason-a-baguia.blogspot.com/2008/03/aims-methods-and-curriculum-

content-of.html

Reconstructionism and education by Stephen Goodley JRL Enterprises, Inc.

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