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UNIT 2: Historical Foundation of Education

 

1.0 Intended Learning Outcomes

a) State the relationship of society and schools;

b) Prove that schools transmit cultural values by stating facts from education
history in the world and in the Philippines; and

c) Explain the meaning of socialization as a function of schools.

1.1. Introduction
 
Education or school is an institution created by society. Education is a
function of society and as such arises from the nature and character of society itself.
Society seeks to preserve itself and to do this it maintains its functions and
institutions, as one of which is education, to assure its survival, stability and
convenience.
Socialization is the “process of learning the roles, statuses and values
necessary for participation in social institutions…(Brinkerhoff,D.,1989 as cited by
Prieto, et.al,2019). Socialization is a lifelong process. It occurs primarily during early
childhood but as we progress from infancy to old age we shed old roles and adopt
new ones. Role learning that prepares us for future roles is termed anticipatory
socialization. Brinkerhoff,D.,1989 as cited by Prieto, et.al,2019). Because of
anticipatory socialization most of us are more or less prepared for our future roles
like spouse, parent, professional teacher.
The family is the most important agent of socialization. Psychology tells us
that the self-concept formed during childhood has lasting consequences. Besides,
“the parents’ religion, social class and ethnicity influence the child’s social roles and
self-concept which in turn influence the expectations that others have for the child,

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and they determine the groups with which the child will interact outside the
family”. Brinkerhoff,D.,1989 as cited by Prieto, et.al,2019)

The school is also an important agent of socialization. It is an institution

charged by society to impart specific knowledge and skills necessary for functioning
in a society. They are also charged with the task of transmitting society’s cultural
values.

1.2 Topics/Discussion (with Assessment/Activities)

Activity 1
Read the quote from the famous John Dewey then answer the following
questions:

“ When a school introduces and trains each child of society into membership within
such a little community, saturating him with the spirit of service, and providing
him with the instruments of effective self-direction, we shall have the deepest and
best guaranty of a larger society which is worthy, lovely, and harmonious.”
- John Dewey

1. What is the function of schools according to John Dewey’s statement?

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2. Who creates schools?

3. What is the relationship between schools and society?

1.2.1. Education in Primitive Society

Brinkerhoof (1989) explains further, as cited by Prieto,et. al,2019:

In primitive societies, preliterate persons faced the problem of survival in an
environment that pitted them against natural forces and wild animals. To survive,
human beings needed food, shelter, warmth and clothing. To transform a hostile
environment into one that is life-sustaining, humankind developed life skills that
eventually became cultural patterns.
These life skills included 1) tool or instrument making, 2) adherence to the
moral behaviour code of group and 3) language. Early humankind found security in
group life based on kinship and tribal patterns. Life in the human group was
educational as children observed and learned from the elders and as they were
deliberately taught by their parents and elders. For these cultural patterns to
continue, the adults had to teach these skills and values to their children. This is
socialization, a function of education in society. Socialization is the process by which
individuals internalize the norms and values of society and so social and cultural
continuity are attained. This is also informal education in action.
As abstract thinkers, human beings could create, use and manipulate
symbols. They could communicate with one another through gestures, sounds and
words. These symbols were expressed in signs, pictographs , letters. The creation
and introduction of oral and written language made a great leap on literacy which in
turn had tremendous educational consequences which citizens of a civilized society
like netizens of the 21st century now enjoy.

1.2.2. Key Periods in Educational History

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Below are key periods in educational history from 7000 B.C. to AD 1600.
Study the table thoroughly. The notes should make you see that education and
school are a function of society and schools reflect the nature and character of society
itself. What society considers important is what education focuses on to preserve
society.
Table 1. Points of Emphasis on Education in History
Key periods in Education History, 7000 B.C. to A.D. 1600
Historical Educational Goals Curriculum Agents Influences on
Group or Western
Period Education
Primitive To teach group Practice skills of Parents, tribal Emphasis on the
Societies 7000 survival skills; to hunting, fishing, elders, and role of informal
BC—5000 BC cultivate group food gathering, priests education in
cohesiveness stories, myth, transmission of
songs, poems, skills and values
dances
Greek 1600 BC To cultivate civic Athenian: Athens: private Athens: The
—300 BC responsibility and reading, writing, teachers and concept of well-
identity with city- arithmetic, schools; Sophists; rounded, liberally
state; drama, music, philosophers educated person
Athenian: to physical Sparta: military Spartan: The
develop well- education, teachers, drill concept of the
rounded person literature, poetry sergeants military state
Spartan: to develop Spartan: drill,
soldiers and military songs
military leaders and tactics

Roman 750 BC To develop sense of Reading, Private schools Emphasis on

—AD 450 civic responsibility writing, and teachers; ability to use
for republic and arithmetic, Laws schools of education for
then empire; to of Twelve rhetoric practical
develop Tables, law, administrative
administrative and philosophy skills, relating
military skills education to civic
responsibility
Arabic AD 700 To cultivate Reading, Mosques; court Arabic numerals
—AD 1350 religious writing, schools and computation;
commitment to mathematics, re-entry of
Islamic beliefs; to religious classical materials

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develop expertise literature; on science and
in mathematics, scientific studies medicine
medicine and
science
Medieval AD To develop Reading, writing, Parish, chantry Establishing the
500—AD 1400 religious arithmetic, and cathedral structure, content
commitment, liberal arts; schools; and organization
knowledge and philosophy, universities; of the university
ritual; to re- theology; crafts; apprenticeship; as a major
establish social military tactics knighthood institution of
order, to prepare and chivalry higher education;
persons for the
appropriate roles institutionalization
and preservation
of knowledge
Renaissance To cultivate Latin, Greek, Classical An emphasis on
AD 1350—AD humanist who was classical humanist literary
1500 expert in the literature, educators and knowledge,
classics – Greek poetry, art schools such as excellence and
and Latin; to lycee, style as expressed
prepare courtiers gymnasium, in classical
for service to Latin grammar literature; a two-
dynastic leaders school track system of
schools
Reformation To cultivate a sense Reading, writing, Vernacular A commitment to
AD 1350—AD of commitment to a arithmetic, elementary universal
1500 particular religious catechism, schools for the education to
denomination; to religious masses; classical provide literacy to
cultivate general concepts and schools for the the masses; the
literacy ritual, Latin and upper classes origins of school
Greek; theology systems with
supervision to
ensure doctrinal
conformity

Table 1. Points of Emphasis on Education in History, source adapted from The Teacher and the
Community, School Culture and Organizational Leadership, pp. 21-22.

1.2.3. The History of Philippine Educational System

Let us also see how the nature and the character of Philippine society are
reflected in the education process in different periods of Philippine history.

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 Education during the 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. This education
basically prepared their children to become good husband and wives.
Children were provided more vocational training but lesser academics.
Teachers were tribal tutors (Babaylan or Katalonan).

 Education during Spanish Era

Education was formal and organized .It was authoritarian in nature.
Tribal tutors of the pre-Spanish period were replaced by Spanish
missionaries. Pupils attended formal schooling in the parochial school.
Instruction was religion-oriented. Christian doctrines, sacred songs,
and prayer were taught because they were required for confession and
communion. There was a separate school for boys and girls. Wealthy
Filipinos or the ilustrados were accommodated in the schools.

 The Education Decree of 1863

This law gave Filipinos a complete system of education from
elementary to the collegiate level. The law provided for the
establishment of the elementary schools in all municipalities in the
country. Although religion was the core of the curriculum, the
curriculum included subjects reading, writing, arithmetic , history
Christian doctrine, Spanish language, vocal music, agriculture for the
boys and needlework for the girls. Attendance in school was
compulsory between the ages seven and twelve.

 Education during the American Regime 1898-1946

The Americans promoted democratic ideals and the democratic way of
life. The schools maintained by the Spaniards for more than three
centuries were closed but were reopened on August 29,1898 by the
Secretary of the Interior. A system of free and compulsory elementary
education was established by the Malolos Constitution (Political

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Constitution of 1899). In May 1898, the first American school was
established in Corregidor, and shortly after the capture of Manila in
1899, seven schools were opened in the city. Training was done
through the schools both public and secular manned by Chaplains and
Military Officers of the US Army. Thomasites arrived in the
Philippines on August 23,1901. The University of the Philippines was
founded in 1908. UP was the first state school of university status. The
Department of Public Instruction set up a three level school system.
The first level considered a four-year primary and three-year
intermediate or seven-year elementary curriculum. The second level
was four-year junior college and later a four year program.

 The Commonwealth Period (1935-19420

- Free education in public schools was provided all over the
country, in accordance with the 1935 Constitution
- Vocational education and some household activities like sewing,
cooking, and farming were also given importance.
- Education also emphasized nationalism so the students were
taught about the life of the Filipino heroes.
- Vocational education and some household activities were also
given importance. Good manners and discipline were also
taught to the students.
- The institute of private education was established in order to
observe private schools.
- Formal adult education was also given.

Executive Order No. 134 (of 1936) was signed by Pres. Manuel
L. Quezon designing Tagalog as our National Language.
- Executive Order No. 217 otherwise known as the Quezon Code
of Ethics was taught in schools.
- Executive Order No. 263 in (1940) required the teaching of the
Filipino, national language in the senior of all high schools and
all years in the normal schools.

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The Education Act of 1940 (C.A. 586) was approved by the
Philippine Embassy on August 7,1940, which provided for the
following:
- Reduction of the 7 year elementary course to 6 years
- Fixing the school entrance age at 7
- National support for elementary education
- Compulsory attendance of primary children enrolled in Grade 1
- Adoption of double-single sessions in the primary grade with
one teacher one class assignment of intermediate teachers.

 The Japanese Occupation

Aims of education during the Japanese occupation:
- Make the people understand the position of the Philippines as a
member of the East Asia Co-Prosperity Sphere
- 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
- Striving for the diffusion of the Japanese language in the
Philippines and the termination of the use of English in schools
- Developing in people the love of labor

 Post-colonial Philippines
- Education aimed at the full of realization of the democratic
ideals and way of life.
- The Civil Service Eligibility of teachers was made permanent
pursuant to R.A. 1079 in June 15,1954.

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- A daily flag ceremony was made compulsory in all schools
including the singing of the National Anthem pursuant to R.A
1265 approved on June 11,1955.
- Curricular offerings in all schools, the life, the works and
writings of Jose Rizal especially the Noli Me Tangere and El
Filibusterismo shall be included in alllevels.
- Elementary education was nationalized and matriculation fees
were abolished.
- Magna Carta for Teachers was passed into law by virtue of R.A.
4670.
The fundamental aims of education in the 1973 Constitution
are:- foster love of country- teach the duties of citizenship-
develop moral character, self-discipline and scientific,
technological and vocational efficiency.

 Other Developments
- integration of values in all learnings areas
- emphasis on mastery learning
- YDT and CAT introduced a new course Media of Instruction-
Bilingual Education Policy: Mandates the use of English and
Filipino separately as media of instruction in schools
- Education Act of 1982- created the Ministry of Education,
Culture and Sports.
- NCEE- National College Entrance Examination introduced
- Executive Order No. 117 – President Corazon C. Aquino
renamed Ministry of Education, Culture and Sports (DECS) in
1987.
- Creation of the Board for Professional Teachers composed of 5
under PRC.

- Replacement of PBET (Professional Board Examination for

Teachers) by LET (Licensure Examination for Teachers)
- Transfer of authority of administering the LET from CSC and
DECS to the Board of Professional Teachers under PRC.
- Trifocalization of Education System

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- The trifocal education system refocused DECS’ mandate to basic
education which covers elementary, secondary and nonformal
education, including culture and sports. TESDA now
administers the post-secondary, middle-level manpower
training and development R.A. 7796- Technical Education and
Skills Development Act of 1994.
- In August 2001, Republic Act 9155, otherwise called the
Governance of Basic Education Act, was passed transforming
the name Department of Education, Culture and Sports (DECS)
to the Department of Education (DepEd) and redefining the role
of field offices (regional offices, division offices, district offices
and schools). R.A. 9155 provide the overall framework for (i)
school head empowerment by strengthening their leadership
roles and (ii) school-based management within the context of
transparency and local accountability. The goal of basic
education is to provide the school age population and young
adults with skills, knowledge, and values to become caring, self-
reliant, productive and patriotic citizens.
- Governance of Basic Education Act (R.A. 9155); was passed
renaming the DECS to DepEd and redefining the role of field
offices (regional offices, division offices, district offices and
schools.
- Values Education is offered as separate subject in NSEC and
integrated in all subject areas in both curricula- Implementation
of New Secondary Education Curriculum (NSEC)
- R.A. 10157, January 20,2012- Kindergarten Act, an act
institutionalizing the kindergarten education into the basic
education system.

- K to 12 Program (R.A. 10533), May 15,2013- The K to 12 Program

covers Kindergarten and 12 years of Basic Education (six years
of primary education, four years of Junior High School, and two
years of Senior High School [SHS] to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and

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prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship.
- The Department of Education has the following vision, mission
and core values:

The DepEd Vision

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize
and contribute meaningfully to building the nation…

The DepEd Mission

To protect and promote the right of every Filipino to quality,

Equitable, culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment.

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Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure
an enabling and supportive environment for effective learning
to happen.
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.

The DepEd Mission

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

1.3. References

Bilbao, Purita P., et.al. (2015), The Teaching Profession,

Quezon City, Metro Manila: Lorimar Publishing, Inc

Prieto, Nelia G., et.al. (2019), The Teacher and the Community, School Culture and
Organizational Leadership, 10-B Boston Street, Brgy. Kaunlaran, Cubao Quezon

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City: LORIMAR Publishing Inc.

Pawilen, Greg T. ,et. al.,(2019), The School and the Community, School Culture, and
Organizational Leadership, Sampaloc, Manila: Rex Book Store, Inc.

Vega, Violeta A., et al,(2015), Social Dimensions of Education

Quezon City, Metro Manila: Lorimar Publishing, Inc

1.4 Acknowledgment
 
The images, tables, figures and information contained in this module were
taken from the references cited above.
 

DISCLAIMER:

This module is not for commercial, and this is only for educational purposes.
Some technical terminologies and phrases were not changed, but the author of this
module ensures that all the in-text citations are in the reference section. Even photos
or figures are with in-text citations to abide by the intellectual property law.

C. M. D. Hamo-ay