Historical Foundation of Education

Socialization Process
Process of learning the roles, statuses and values necessary for participation in social
institutions.”
STAGES
1. Oral Stage
2. Anal Stage
3. Oedipal Stage
4. Latency Stage
5. Adolescence
 A lifelong process. From childhood to adulthood.
 Role learning – anticipatory socialization
 Family - most important agent of socialization; social roles and self-concept (George
Herbert Mead)
School is also an important agent of socialization.
It imparts specific knowledge and skills necessary for functioning in a society.
It transmits society’s cultural values

Education in Primitive Society

 Cultural Patterns
Preliterate persons faced survival problems
To survive, they needed food, shelter, and warmth and clothing
To transform hostility to life-sustenance, they developed life skills

 Life Skills
➢Tool / instrument making
➢Adherence to moral behavior code of group life
➢Language
 Socialization
Security in group life
Life was observed and learned from elders
Adults taught skills and values to children.
❑a function of education in society ❑a process by which individuals internalize the
norms and values of society and so social and cultural continuity are attained.

History of the Philippine Educational System

Pre-colonial Period

 Education was informal and unstructured, decentralized.

 Fathers taught their sons how to look for food and other means of livelihood
 Mothers taught their girls to do the household chores.
 Their education prepared children to become good husbands and wives.
 ▪ Children were provided more vocational training but lesser academics.
 ▪ Teachers were tribal tutors (Babaylan or Katalonan)

Spanish Era
  Education was formal and organized ▪
 Authoritarian in nature ▪
 Tribal tutors were replaced by Spanish missionaries ▪
 Formal schooling in parochial schools ▪
 Religion-oriented instruction
 Christian doctrines, sacred songs and music and prayers were taught; required for
confession and communion
 ▪Separate school for boys and girls
 ▪Wealthy Filipinos (ilustrados) were accommodated in schools
Educational Decree of 1863
▪A law giving Filipinos a complete system of education from elementary to the collegiate level.
▪Provided for the establishment of the elementary schools in all municipalities in the country
▪Religion was the core of the curriculum ▪Subjects: 3R’s, history, Christian doctrine, Spanish
language, vocal music, agriculture for boys, needlework for girls ▪Compulsory attendance for
ages 7-12
American Regime 18981946
▪Americans promoted democratic ideals and way of life
▪Schools in Spanish era were closed and reopened in Aug. 29, 1898 by Secretary of the Interior.
▪Malolos Constitution established a system of free and compulsory elementary education
▪First American school in Corregidor was established (May 1988)
▪7 more schools were opened in Manila after it capture in 1899
▪Chaplains and Military officers of the US Army manned the training in public and secular
schools
▪Thomasites arrived on August 23, 1901
▪UP was founded in 1908; first state school of university status
▪Department of Public Instruction set up 3-level system: 4-year primary and 3-year
intermediate (7-year elementary); 4-year junior junior college; and a 4-year program
Commonwealth Period (1935-1942)
▪Free education in public schools was provided all over the country (195 Constitution)
▪Vocational education and household activities like sewing, cooking and farming were
important
▪Education emphasized nationalism; teachings on life of the Filipino heroes
▪Good manners and discipline were taught
▪Institute of private education was established to observe private schools
▪Formal adult education was given
▪EO 134 (1936) signed by Pres. Quezon designated Tagalog as National Language
▪EO 217 (Quezon Code of Ethics) was taught.
▪EO 263 (1940) required the teaching of Filipino, national language in senior year of all high
schools and all years in normal schools

▪Education Act of 1940 (CA 586) was approved by Phil. Assembly (Aug. 7, 1940) Provisions:
➢Reduction of 7 –year elementary course to 6 years
➢Fixing school entrance age at 7

➢National support for elementary education ➢Compulsory attendance of primary children in

Grade 1

➢Adoption of double-single sessions in primary grade with 1 teacher; 1 class assignment of

intermediate teachers
Education Act of 1940 (CA 586) was approved by Phil. Assembly (Aug. 7, 1940) Provisions:
➢Reduction of 7 –year elementary course to 6 years

➢Fixing school entrance age at 7

➢National support for elementary education

➢Compulsory attendance of primary children in Grade 1

➢Adoption of double-single sessions in primary grade with 1 teacher; 1 class assignment of

intermediate teachers
Japanese Occupation (Their Aims of Education)
▪Make the people understand that Philippines is a member of East Asia CoProsperity Share
▪Eradication of idea of reliance upon Western states like US & UK
▪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
▪Striving for the diffusion of Japanese language in the country and termination of English in
schools
▪Developing in people the love of labor
Post-colonial Philippines

➢Education aimed at the full realization of the democratic ideals and way of life

➢The CS Eligibility of teachers was made permanent (RA 1079, June 15, 1954)

➢Daily flag ceremony was compulsory in all schools & singing of National Anthem (RA 1265,
June 11, 1955)

➢Curricular offerings in all schools, the life, the works and writings of Jose Rizal esp. NOLI and
EL FILI shall be included in all levels

➢Elementary education was nationalized; matriculation was abolished

➢Magna Carta for teachers (RA 4670)

Fundamental aims of education in 1973 Constitution:
“foster love of country – teach the duties of citizenship - develop moral character, self-
discipline, and scientific, technological and vocational efficiency”
Other Developments

➢Values integration in all learning areas

➢Emphasis on mastery learning

➢Youth Devt Training and Citizen’s Army Training introduced as new courses

➢Education Act 1982 – created the MECS

➢NCEE introduced

➢EO 117 Pres. C. Aquino renamed MECS to DECS in 1987

➢Creation of PRC

➢Replacement of PBET by LET

➢Transfer of authority of administering LET from CSC and DECS to Board of Professional
Teachers under PRC

➢Trifocal Education System

➢Higher Education Act of 1994 (RA 7722) – CHED

➢RA 9155 Governance of Education Act

➢Values Education a separate subject in NSEC

➢RA 10157 (Jan.20, 2012) Kindergarten Act

➢RA 10533 (May 15, 2013) K-12 Program

Importance of Studying History of Education
John Dewey:
1. Educational issues and problems are often rooted in the past; the study of educational
history can help us understand and solve today’s problems;
2. Realistic effort to reform education begin with present conditions which are a product of our
past; by using our past, we can shape the future;
3. The study of education’s past provides a perspective that explains and illuminates our
present activities as teachers.

Social Science Theories and Implications

Structural-functional theory
“Society is a system of interconnected parts each with a unique function” - Herbert Spence

There are peace, stability, equilibrium and harmony, if:

➢Families do their part in bringing forth children, nurturing and socializing them

➢Education/schools effectively transmit knowledge, skills and values

➢Politics governs citizens well

➢Economics takes care of food production, distribution of goods and services

➢Religion strengthens the moral fiber of the members of society

 Functionalist theory of education focuses on how education serves the need of society
through the development of skills encouraging social cohesion.
  Functionalism DOES NOT encourage people to take an active role in changing their
social environment, even when such change benefit them.
 Functionalism sees active social change as undesirable because various parts of
society will compensate naturally for any problems that may arise.

Purposes of Schooling according to 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 a site for the solution or resolution
of social problems; supplement the efforts of other institutions of socialization like family and
church

The Conflict Theory

 Society cannot exist without both conflict and consensus, which are prerequisites of each other
(Dahrendorf). Thus, we cannot have conflict unless there is some prior consensus.
 A struggle between social classes and class conflicts between the powerful and less
powerful groups
 Groups which have vested interests and power work for rules and laws, particularly
those that serve their own interests, to be passed to the exclusion of others.
Conflict theorists ask how schools contribute to the unequal distribution of people into jobs in society so
that more powerful members of society maintain the best positions and the less powerful groups (often
women, racial and ethnic groups) often minority groups, are allocated to lower ranks in society.

The Conflict Perspective assumes that social behavior is best understood in terms of conflict or tensions
between competing groups. Such conflict need not to be violent; it can take the form of…

 Labor Negotiation * Competition between religious groups for members

 Party politics * Disputes over the budget
  Conflict theory grew out of the work of Karl Marx and focuses on the struggle of social
classes to maintain dominance and power in social systems.
 The discourse of conflict theories is on the emergence of conflict and what causes
conflict within a particular human society.
 Conflict theory deals with the incompatible aspects of society. Conflict theory emerged
out of the sociology of conflict, crisis and social change.
 The conflict theorists are interested in how society’s institutions – the family,
government, education and the media – may help to maintain the privileges of some
groups and keep others in a subservient position.
Conflict theory sees social life as a competition, and focuses on the distribution of resources, power and
inequality. This perspective is derived from the works of Karl Marx, who saw society as fragmented into
groups that compete for social and economic resources. Social order is maintained by domination, with
power in the hands of those with the greatest political, economic, and social resources.

Conflict Theorists’ Regard on Education

 Education is not truly a social benefit but a powerful means of maintaining power structures
and creating a docile work force for capitalism.
 Purpose of education – maintain social inequality and preserve the power of those who
dominate society and teach those in the working class to accept their position as a lower class
worker of society
 Purpose of education (hidden curriculum) – maintain social inequality and preserve the power
of those who dominate society and teach those in the working class to accept their position as a
lower class worker of society which functionalists disagree strongly

Symbolic Interactionism
 George Herbert
 Mead Max Weber

TENETS:

❑ Individual’s action depends on meaning.

❑Different people may give different meanings to the same thing.

❑Meanings change as individuals interact with one another.

Implications to Teaching

1. Continue to teach for meaning

2. Promote and create opportunities for genuine interaction among and between students and teachers.

3. Interaction means dealing with warm bodies.

4. Interaction also means reading, viewing, listening.

5. Use positive symbols.

Other Points

❖Symbolic interactionism directs sociologists to consider symbols and details of everyday life, what
these mean, and how people interact with each other

❖Language – a predominant symbol among people.

❖Conversation is an interaction of symbols between individuals who constantly interpret the world
around them.

❖Symbols should be understood by others in the way they were intended to be.

Weakness of Symbolic Interactionism

It neglects the macrolevel of social interpretation according to critics.

The Strength and Weaknesses of the Filipino Character:

A SOCIO-CULTURAL ISSUE
The Filipino Character: Strengths and Weaknesses

Submitted a report to the Senate titled “A Moral Recovery Program: Building a People, Building a
Nation” citing the strengths and weaknesses of the Filipino character.

Strengths

1. Pakikipagkapwa-tao

2. Family orientation

3. Joy and humor

4. Flexibility, adaptability, and creativity

5. Hard work and industry

6. Faith and religiosity

7. Ability to survive

Weaknesses

1. Extreme family centeredness

2. Extreme personalism

3. Lack of discipline

4. Passivity and lack of initiative

5. Colonial mentality

6. Kanya-kanya syndrome, talangka mentality

7. Lack of self-analysis and self-reflection

8. Emphasis on porma rather than substance