Matrix of Historical, Philosophical, Theoretical, and Legal Bases of Social Studies

Historical, Philosophical, Theoretical and Legal Foundation of Social Studies as Specific Learning Area 2P-SOC01 Foundation of Social Studies
Gulmatico | Habongan | Menorca | Romano | Salcedo
Matrix of Historical, Philosophical, Theoretical and Legal Foundation of Social Studies as Specific Learning Area (SLA)
Historical Foundation of Social Studies (Global Context)

1883 Program for Several writers have explained that the earliest presence of social study was found in Great Britain when urban workers would examine the
Social Study social conditions and prospects of their societies. It was also believed that the social sciences were used to investigate social conditions and
institutions in order to improve their local conditions, where writers believed the “first outline of social study” began. This was then used
by American schools after the American Academy of Political and Social Sciences integrated it in their school curriculum.
1897 First Outline for There is no sufficient amount of resources that can pinpoint the exact origin of Social Studies but there are multiple accounts from
Social Study different scholars that express the need to develop a socially humane society, something usually attributed to Social Studies. Social Studies
was integrated into the school curriculum in America, spearheaded by the American Academy of Political and Social Sciences. This led to
social sciences being pulled together and to be used in lower schools under the blanket term ‘social study’. Traditional history was not the
beginning of Social Studies but, rather, originated from the social welfare activists that perceived social science as a commonplace for
inquiry in order to help in solving problems in the society. This general approach to creating treatments for social issues and problems
surfaced in education under the initial rubric of ‘social education’ and then as ‘social studies’.
1916 US Committee on Many scholars make it apparent that the institution of Social Studies as a subject in school is attributed to the 1916 report of the US
Social Studies Committee, reviewing whether the social science courses being taken in high schools were sufficient enough for what college education
required. As recommended by the Committee, Social Studies was defined as a subject matter that has direct relation to developing human
society. This marked the replacement of civics education in high school, altering the manner in which history was traditionally taught in
high school. Civics was then integrated into History and Geography for Grades 7 to 9. History for 10th and 11th graders would no longer
be taught in chronological manner, but through selected topics that were considered as interesting to students or what would help in
explaining the present. 12th graders would then experience the culmination of Social Studies through Problems of Democracy, a subject
tackling social problems seen through different perspectives that concern economics, history, political science, and sociology. Social
Studies was believed to instill and develop a student’s sense of responsibility and to participate in the effective promotion of social well-
being (Calingasan, 2018).
1920s - 1930s Social problems and controversial issues continued to be the main focus of studying Social Studies, as it was also the goal of
Civics/Citizen Training Civics/Citizen Training. During the 1930s when the Great Depression happened, the study of social issues and problems were proven to be
inadequate. This resulted in the shift of Social Studies from citizenship education into social reconstruction. Social problems were not
analyzed because of the sense of urgency they posed, but rather because Social Studies always took part in social change. Emphasis was
given to reflective process, studying issues that were substantial to students, and developing the right attitude rather than giving focus to
specific content.
1950s and 1960s New New Social Studies was a product of a study concerning the illiteracy of the school children and the launching of Sputnik by the Soviets.
Social Studies This marked the transition of Social Studies from the analysis and discussion of societal problems to a more refined development in
academic study of the social sciences.
1975 Hong Kong Social The Hong Kong government’s introduction of Social Studies, along with other disciplinary subjects, became compulsory to promote
Studies students’ holistic development and national awareness even though the country was also faced with internal struggles, grappling with
issues concerning social injustice. The introduction of Social Studies was indigenized, allowing its design to replace colonial content with
the provided material that will develop the youth’s confidence and their sense of nationality.
1990 Unification of East The reunification of Germany introduced an encompassed search for compatibility and advancement that is aligned to the nation’s
and West Germany developments in economics and technology. When Social Studies was introduced to the curriculum, it focused on citizen education that
aimed to reshape and reconfigure an extensive focus on Europe and the global community (Ramsook, 2016). The situation in Germany is
very complex due to the little introduction of actual Social Studies, producing a dissonance among the various committees that participated
in the development of the subject.
1997 Singapore’s Singapore’s Social Studies curriculum was developed in the context of their National Education that serves as a nation-building initiative
National Education by their government. It was also used as a mechanism in promoting citizenship education through the country’s literature.
Historical Foundations of Social Studies in the Philippines

Curriculum and Social Studies Learning Area Philosophical Foundation Theoretical Foundation Legal Foundation
American ● Philippine Public School System of 1901: ● Perennialism: is subject ● Cognitive learning theory- the ● Act No. 74 of 1901 –
Period The Philippine Commission Act No.74, 1901 centered; it relies teacher plays an active role of Enacted into law by
established a highly centralized public school heavily on defined imparting knowledge, while the Philippine
system, in which chaplains and non- disciplines or students are passively learning; Commission, the Act
commissioned officers are assigned to teach logically organized sitting down and listening to the created the
using the English language as the medium of bodies of content. teachers. Department of
instruction, and ran the free public school Teachers are viewed as ● Behaviorism learning theory- Public Instruction,
system. The shortage of teachers needed to authorities in their fields the teacher controls the learning laid the foundations
run this new system was addressed by hiring environment and shapes the of the public school
600 Thomasites from the United States of ● Essentialism: learning students behavior; the educator system in the
America. involves recalling and provides input and expects Philippines
working with ideas. The predictable output.
Social science education in this period is curriculum constitutes
based on American curriculum: fostering humankind’s cultural
civic consciousness of people on the rights heritage and is based on
and responsibilities in the society. learned disciplines.
Furthermore, in this curriculum, the
following social studies discipline are
taught in primary and secondary level:
geography, economics, and American
history.
There is the establishment of a Trade school

in Manila known as the Philippine College of
Arts and Trade (now known as Technological
University of the Philippines), an Agriculture
school in Negros, and a Normal school in
Manila (Philippine Normal School).
Philippine Normal School was later renamed

Philippine Normal College (PNC) on June
18, 1949 (by virtue of Republic Act No. 416),
and Philippine Normal University on
December 26, 1991 (in accordance with
Republic Act No. 7168).
Japanese ● Ministry of Education: On October 14, ● Reconstructionism: ● Cognitive learning theory- the ● Military Order No.2
Occupation 1943, the Japanese-backed Republic Focuses on society and teacher plays an active role of 1942 – Philippine
established the Ministry of Education. its Problems, which imparting knowledge, while Executive
Tagalog, Philippine history, and character viewed students and Commission
students are passively learning;
education were only taught to Filipinos teachers as agents of established the
during the Japanese occupation. The value of change. sitting down and listening to the Commission of
work and the dignity of labor were teachers. Education, Health
emphasized. ● Essentialism: learning ● Behaviorism learning theory- and Public Welfare.
involves recalling and the teacher controls the learning Under the Japanese
The curriculum during the Japanese working with ideas. The environment and shapes the Regime, the teaching
occupation consists of : deleting anti-asian curriculum constitutes students behavior; the educator of Tagalog,
opinions; banning the singing of American humankind’s cultural provides input and expects Philippine History,
songs and deleting American symbols, heritage and is based on predictable output. and Character
poems, and pictures; using Nihongo as a learned disciplines. Education was
means of introducing and cultivating love reserved for
for Japanese culture, and teaching Social Filipinos.
Studies.
Post War ● The New Curriculum 1957-1958: The ● Existentialism: Focuses ● Cognitive learning theory- the ● Republic Act No.
revised curriculum was made the for the on the knowledge & teacher plays an active role of 1124 (Repealed by
general elementary schools: Social studies principles of the human
include character education religion, where condition; acts of imparting knowledge, while R. A. 7722) –
the option to provide such instruction is choosing. students are passively learning; Approved on June
exercised by religious organizations; sitting down and listening to the 16, 1954, this law
community problems; good manners and ● Essentialism: learning
teachers. created the Board of
right conduct; and Filipino family customs involves recalling and
and traditions; as well as history, geography working with ideas. The ● Behaviorism learning theory- National Education
and civics with a daily class time usually 40 curriculum constitutes the teacher controls the learning charged with the
or 50 to 30 minutes. At the Secondary Level, humankind’s cultural environment and shapes the
students behavior; the educator duty of formulating
the minimum requirement for completion of heritage and is based on general educational
social studies includes: World history (4) ; learned disciplines. provides input and expects
U.S. and oriental history (4), each for half predictable output. policies and
of the second year; Philippine social life directing the
(4) ; and economics (4). The fifth period educational interests
each week was devoted to current events. of the nation.
The new secondary curriculum was devised

on the 2-2 plan after the as a result of
criticism from the first curriculum, it is based
on an experimental study in three high
schools in an equal number of provinces to
improve the preparation of the students in
higher education.
This curriculum provides for common

courses in social studies, such as world
history, U.S. history, oriental history and
current events, and other subject areas in
the first 2 years, and in the third year,
students are allowed to consider life interests
and make choices.
Martial Law ● The 1973 Revised Secondary Education ● Reconstructionism: ● Cognitive learning theory- the ● Proclamation 1081,
Curriculum (RSEC) introduced the eight Focuses on society and teacher plays an active role of 1972 – Department
subject areas; English, Filipino, Mathematics, its Problems, which imparting knowledge, while of Education and
Social Studies, Science and Technology, viewed students and Culture and the
Physical Education, Health, and Music teachers as agents of Ministry of
(PEHM), Technology and Home Economics, change. sitting down and listening to the Education and
and Values Education, and with each year ● Perennialism: is subject teachers. Culture created
level, the difficulty increases. centered; it relies ● Behaviorism learning theory- thirteen regional
heavily on defined the teacher controls the learning offices, and major
Social Studies, and other subject areas were environment and shapes the organizational
disciplines or
discovered to promote the welfare of others. students behavior; the educator changes were
As a result, the curriculum formulated logically organized implemented in the
provides input and expects
objectives that are aligned to the goals, and bodies of content. predictable output. educational system.
aspirations of the administration: Teachers are viewed as
authorities in their fields
❖ Develop a reasoned commitment to the
goals of national development by ● Essentialism: learning
preserving, cherishing, and developing, involves recalling and
moral and spiritual values and other working with ideas. The
aspects of the national heritage desirable curriculum constitutes
in Philippine society. humankind’s cultural
❖ Acquire the basic occupational skills, heritage and is based on
knowledge, and information essential for learned disciplines
obtaining initial gainful employment and
for making an intelligent choice of
occupation or career.
❖ Understand the wide possibilities of the
arts and the sciences as permanent
sources of pleasures and profit, and
discover, broaden, and heighten his
abilities in and appreciation for them.
● 1982 Program for Decentralized ● Reconstructionism: ● Cognitive learning theory- the ● The Educational Act
Educational Development (PROED): The Focuses on society and teacher plays an active role of of 1982 – created the
Department of Education, Culture and Sports its Problems, which imparting knowledge, while Ministry of
(DECS) created the Program for viewed students and Education, Culture
Decentralized Education (PRODED) for teachers as agents of and Sports, which
elementary school students in order to change change. sitting down and listening to the later became the
the curriculum and emphasize science, teachers. Department of
technology, math, reading, and writing. The ● Essentialism: learning Education, Culture
PRODED was created in response to involves recalling and ● Behaviorism learning theory- and Sports (DECS).
concerns about the academic system's low working with ideas. The the teacher controls the learning
performance, survival, and participation rates curriculum constitutes environment and shapes the
(Serafico-Reyes , 2019). humankind’s cultural students behavior; the educator

heritage and is based on provides input and expects
To achieve PRODED's goals, they created learned disciplines predictable output.
under it the New Elementary School
Curriculum (NESC), in which textbooks,
course guides, learning packages, and lesson
plans all contributed to its creation.
The NESC curriculum is extremely

beneficial to Filipino children, particularly in
terms of molding them into human beings,
good citizens, and effective agents citizens
of development in economic, social, and
cultural aspects. Every Filipino child
according to the curriculum helps receives
the fundamental readiness necessary to
become an educated, disciplined,
nationalistic, self-reliant, God-loving,
innovative, adaptable, and productive adult
(Caluyo, 2019).
Post EDSA ● The 1989 New Secondary Education: The ● Reconstructionism: ● Cognitive learning theory- the ● DO 11, s. 1989 –
until Today New Secondary Education Curriculum Focuses on society and teacher plays an active role of Implementation of
(NSEC) of the SEDP is cognitive-affective- its Problems, which imparting knowledge, while the new secondary
manipulative based. Focus is on substantive viewed students and education
and process content, values development, teachers as agents of
productivity and technology. It is a response change. sitting down and listening to the
to the need of pupil development started by teachers.
the Program for Decentralized Educational ● Essentialism: learning
Development (PRODED), to improve the involves recalling and ● Behaviorism learning theory-
quality of high school graduates and internal working with ideas. The the teacher controls the learning
efficiency of the system; and expand access curriculum constitutes environment and shapes the
to quality secondary education. humankind’s cultural students behavior; the educator
heritage and is based on provides input and expects
The 1989 goals were revised to reflect the learned disciplines predictable output.
changes in the political scene. For instance,
the goal to develop “a reasoned commitment
to national development” in 1973 became

“enlightened commitment to national ideals”
(Nelson, 1994) in 1989, signifying a change
in tone (from reason to enlightenment) and
construct (from national development to
national ideals). The acquisition of work
skills had to be matched with work ethics in
1989, putting forward the need for values.
(Calingasan, L., 2018).
The objectives of the curriculum includes:
❖ Develop an enlightened commitment to

the national ideals by cherishing,
preserving and developing moral,
spiritual, and socio-cultural values as
well as other desirable aspects of the
Filipino heritage.
❖ Acquire work skills, knowledge and
information, and a set of work ethics
essential for making intelligent choices
of an occupation or career and for
specialized training in specific
occupations.
● 2002 Revised Basic Education Curriculum ● Reconstructionism: ● Cognitive learning theory- the ● DO 25, s. 2002 –
(RBEC/BEC) : Through the Executive Order Focuses on society and teacher plays an active role of Implementation of
No. 46 (Dec. 7, 1998), recommended that the its Problems, which the 2002 basic
imparting knowledge, while
restructured BEC be adopted and viewed students and education
implemented beginning in 2002. The BEC is teachers as agents of students are passively learning;
sitting down and listening to the curriculum.
distinguished by these four characteristics, change.
which were absent in the earlier curriculum: teachers.
(1) restructured learning areas; (2) stronger ● Essentialism: learning
integration of competencies and values across involves recalling and ● Behaviorism learning theory-
learning areas; (3) greater emphasis on the working with ideas. The the teacher controls the learning
learning process and integrative modes of curriculum constitutes environment and shapes the
teaching; and (4) increased time to gain humankind’s cultural students behavior; the educator
mastery of competencies. heritage and is based on provides input and expects
learned disciplines predictable output.
A restructured learning area addresses the
problem of overcrowding in previous
curricula. The new learning area in the BEC
is called “Makabayan”. SIKAP is an acronym
that can be used to represent Makabayan
(Sibika/Civic, Sining/Art, Information and
Communication Technology,
Kultura/Culture, Araling Panlipunan/Social
Studies, Pagpapahalaga/Values Education,
Pangkatawan/Physical Education,
Pangkalusugan/Health, and Pantahanan at
Pangkabuhayan/ Home Economics and
Entrepreneurship). Instead of using the term
"social studies" or “Araling Panlipunan,”
acronyms were used to indicate the study's
focus.
Civics and Culture, Geography, History, and

Civics are the focus of social studies at the
elementary level. Social Studies in the
secondary level aims to provide students with
sufficient knowledge and skills to actively
participate in the nation and the world, that is
why it comprises the subjects: Philippine
History and Government (with Geography),
Asian Studies, World History (with
Geography and contemporary issues), and
Economics.
● RBEC 2003: In the school year 2005-2006, ● Reconstructionism: ● Cognitive learning theory- In ● DO 37, s. 2003 –
the Revised Basic Education Curriculum Focuses on society and reinforcing this theory in the Revised
(RBEC) entered its seventh year of its Problems, which classroom setting, the teacher implementing
implementation, with minor changes and a viewed students and plays an active role of imparting guidelines of the
focus on rubrics/student performance as the teachers as agents of knowledge, while students are 2002 secondary
grounds of grading. Teachers must create change. passively learning; sitting down education
syllabi and lesson plans that are aligned with and listening to the teachers curriculum effective
the revised curriculum's goals. ● Essentialism: learning (Lawless, 2019). school year 2003-
involves recalling and 2004 amended by do
In delivering the curriculum, the strategy on working with ideas. The 79, s. 2003 –
bilingual education was taken into account. curriculum constitutes ● Behaviorism learning theory-In assessment and
The subject areas Math, Science, English, humankind’s cultural reinforcing this theory, the evaluation of
and T.L.E., and component areas of heritage and is based on teacher controls the learning learning and
MAKABAYAN (such as MAPEH, Values learned disciplines environment and shapes the reporting of
Education, and Araling Panlipunan) will be students behavior; the educator students’ progress in
taught in Filipino. BEC and RBEC provides input and expects public elementary
highlight the introduction of the predictable output. and secondary
Makabayanlearning area. schools DO 34, s.
2004 – corrigendum
to deped order no.
Elementary Level: 37, s. 2003 (revised
❖ Grades 1- 3 focuses on national implementing
identity,national unity, and national guidelines of the
integrity. 2002 secondary
❖ Grades 4, 5, and 6 give special education
attention to geography (heograpiya), curriculum effective
school year 2003-
history (kasaysayan),and civics 2004).
(sibika)-HeKaSi.
❖ 5th grade, introductory lessons in
Philippine history are discussed;
❖ 6th grade, civics, governance, and
citizen rights are being taught.
High School Level:

❖ Philippine History and Government
(1stYear)
❖ Asian Studies (2nd Year)
❖ World History (3rd Year)
❖ Economics (4th Year)
● The 2010 Secondary Education ● Essentialism: aims to ● Cognitive learning theory- the ● DO 76, s. 2010 –
Curriculum: The content of the Secondary promote the intellectual teacher plays an active role of policy guidelines on
Education Curriculum was still modeled after growth of the imparting knowledge, while the implementation
the Restructured Basic Education Curriculum individual; to educate of the 2010
(RBEC/BEC) of 2002. English, Filipino, the competent person secondary education
Science, Mathematics, Araling Panlipunan, sitting down and listening to the curriculum (SEC).
Technology and Livelihood Education (TLE), teachers.
Music, Arts, Physical Education, and Health
(MAPEH), and Edukasyon sa Pagpapahalaga ● Behaviorism learning theory-
are its eight subject areas. the teacher controls the learning
environment and shapes the
The Understanding by Design (UBD) students behavior; the educator
approach is used in the Secondary Education provides input and expects
Curriculum for teaching and learning. The predictable output.
UBD approach of Grant Wiggins and Jay
McTighe is a method for enhancing student
performance, and it works inside the
curriculum to assist teachers in clarifying
learning targets, devising enlightening
assessments of successful learning, and
crafting effective and engaging learning
activities, asserting the teacher's vital role as
an architect of student learning (Superal,
2014).
● Pragmatism: Teaching ● Constructivism- Discipline of ● DO 31, s. 2012 –
● K-12 Basic Education Curriculum: should focus on critical Araling Panlipunan covers policy guidelines on
According to the Department of Education: thinking. It is more lessons in which Contextualized the implementation
The K to 12 Program includes Kindergarten exploratory than teaching and Learning (CTL) of grades 1 to 10 of
and 12 years of basic education to allow for explanatory. The method approach is utilized, to increase the k to 12 basic
mastery of concepts and skills, the is more important than the learners mastery on the education
development of lifelong learners, and the the subject matter. The competencies of the learning curriculum (bec)
preparation of graduates for tertiary ideal teaching method is area. CTL approach is based on effective school year
education, middle-level skills development, concerned not so much Jean Piaget’s Constructivism 2012-2013
employment, and entrepreneurship. One of with teaching the learner Theory: students construct
the envisions of this curriculum for our what to think as with concepts, and new ideas based
learners is to be able to contribute to the teaching the learner to on their prior and present
development of a progressive, just, and critically think. knowledge and
humane society by being socially aware, Questions such as experiences. Furthermore,

proactive, and involved in public and civic “Why?” “How come?” according to Jean Piaget
affairs. and “What if?” are much students acquire knowledge and
more important than construct meanings by
The goal of K-12 Social Studies is to ensure “What?” “Who?” or interacting and interpreting the
that learners understand the fundamental key “When?” events in their environment
topics in history, geography, politics, (Lorbis, 2019).
economics, and related social disciplines so
that they can learn, produce, and be able to ● Progressivism-Contextualized
participate in society. The new curriculum Teaching and Learning (CTL)
emphasizes the understanding and less approach utilized in teaching
memorization of the key concepts and social studies supports the idea
terminologies. One of the key salient features of John Dewey’s Progressivism
of the K-12 Curriculum is that it is “outcome- Theory. This adheres the notion
based” in preparation of our learners for of learning by doing: students
higher education, middle-level skills, learn through a 'hands-on'
employment, and entrepreneurship. That is approach. It emphasizes the
why the K-12 Social Studies requires the significance of first-hand
student to develop his or her own definition experience and practical
and interpretation, as well as its translation application in the teaching and
into other contexts, particularly its application learning process (Lorbis 2019).
in real life that affects him personally as well
as his society. ● Collaborative learning theory-
is a process in which a group of
pupils learn from each other by
working together in completing
tasks, creating products,
solving a problem, or sharing
ideas. Thus, it develops critical
thinking skills and social skills
of the students. This theory is
rooted in Lev Vygotsky's idea,
Zone of Proximal Development
(Lorbis, 2019).
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Historical, Philosophical, Theoretical and Legal Foundation of Social Studies as Specific Learning Area 2P-SOC01 Foundation of Social Studies

Gulmatico | Habongan | Menorca | Romano | Salcedo

Historical Foundation of Social Studies (Global Context)

Historical Foundations of Social Studies in the Philippines

There is the establishment of a Trade school

Philippine Normal School was later renamed

The new secondary curriculum was devised

This curriculum provides for common

(Serafico-Reyes , 2019). humankind’s cultural students behavior; the educator

The NESC curriculum is extremely

to national development” in 1973 became

The objectives of the curriculum includes:

❖ Develop an enlightened commitment to

Civics and Culture, Geography, History, and

High School Level:

humane society by being socially aware, Questions such as experiences. Furthermore,

CABSON, A. L. (n.d.). HIGHER EDUCATION IN THE PHILIPPINES. https://files.eric.ed.gov/fulltext/ED544129.pdf

Education in the Philippines. (n.d.). Stanford.

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