HISTORICAL FOUNDATION

OF EDUCATION
Lesson 2
“When a school introduces and trains
each child of society into membership
within such a 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
✓ Education or school is an institution created by society.
✓ Socialization is the “process of learning the roles, statuses, and
values necessary for participation in social institutions…”
(Brinkerhoff, 1989)
✓ Socialization is a lifelong process.
✓ Role learning that prepares us for future roles is termed as
anticipatory socialization.
✓ The family is the most important agent of socialization.
✓ The school is also an important agent of socialization.
 • Brinkerhoof (1989) explains – In
primitive societies, preliterate
Education in persons faced the problem of
Primitive Society 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
become cultural patterns.
 Key Periods in Educational History
Table 1 Points of Emphasis on Education in History
7000 B.C. to A.D. 1600
Historical Group Influences on
Educational Goals Curriculum Agents
or Period Western Education
Practical skills of Emphasis on the role
To teach group survival
Primitive Societies hunting, fishing, food Parents, tribal elders, of informal education
skills; to cultivate group
7000 B.C. – 5000 B.C. gathering stories, myths, and priests in transmission of skills
cohesiveness
songs, poems, dances and values
To cultivate civic
Athenian: reading, Athens: The concept
responsibility and Athens: private
writing, arithmetic, of the well-rounded,
identify with city-state; teachers and schools;
drama, music, physical liberally educated
Greek Athenian: to develop Sophists; philosophers
education, literature, person
1600 B.C. – 300 B.C. well-rounded person
poetry
Spartan: to develop Sparta: military
Spartan: drill, military Sparta: The concept of
soldiers and military teachers, drill sergeants
songs, and tactics military state
leaders
Historical Group Influences on Western
Educational Goals Curriculum Agents
or Period Education
To develop sense of
Emphasis on ability to use
civic responsibility for Reading, writing,
Private schools and education for practical
Roman republic and then arithmetic, Laws of
teachers; schools of administrative skills;
750 B.C. – A.D. 450 empire; to develop Twelve tables, law,
rhetoric relating education to civic
administrative and philosophy
responsibility
military skills
To cultivate religious
commitment to Islamic Reading, writing, Arabic numerals and
Arabic beliefs; to develop mathematics, religious Mosques; court computation; re-entry of
A.D. 700 – A.D. 1350 expertise in literature; scientific schools classical materials on
mathematics, medicine, studies science and medicine
and science
To develop religious Establishing the structure,
commitment, Reading, writing, Paris, chanty, and content, and organization
knowledge, and ritual; arithmetic, liberal arts; cathedral schools; of the university as a major
Medieval
to re-establish social philosophy, theology; universities; institution of higher
A.D. 500 – A.D. 1400
order; to prepare crafts; military tactics apprenticeship; education; the
persons for appropriate and chivalry knighthood institutionalization and
roles preservation of knowledge
Historical Group
Educational Goals
or Period
To cultivate a humanist
who was expert in the
Renaissance classics – Greek and Latin, Greek, classical
A.D. 1350 – A.D. 1500 Latin; to prepare
courtiers for service to
dynastic leaders
To cultivate a sense of
commitment to a
Reformation
particular religious
A.D. 1500 – A.D. 1600
denomination; to ritual; Latin and Greek;
cultivate general literacy
Influences on
Curriculum Agents
Western Education
Classical humanist An emphasis on literary
educators and schools knowledge, excellence,
such as lycee, and style as expressed in
literature, poetry, art
gymnasium, Latin classical literature; a two-
grammar school track system of schools
A commitment to
Reading, writing, Vernacular universal education to
arithmetic, catechism, elementary schools provide literacy to the
religious concepts and for the masses; masses; the origins of
classical schools for school systems with
theology the upper classes supervision to ensure
doctrinal conformity
Pre-colonial Spanish American Japanese Post-colonial
period period regime occupation period

The History of the Philippine

Educational System
Education during
the Precolonial • Education was informal and unstructured,
Period decentralized.
• Children were provided more vocational
training and lesser academics
• Teachers were tribal tutors (Babaylan o
Katalonan)
 • Education was formal and organized.
Education during • Authoritarian in nature
the Spanish Era • Spanish missionaries
• Pupils attended formal schooling in
parochial school
• Instruction was Religion-oriented
• Separate school for boys and girls
• Wealthy Filipinos (Ilustrados) were
accommodated in school
 The Educational Decree of 1863
➢ This law gave Filipinos a complete system of education from elementary to
the collegiate level.
o provided for the establishment of elementary schools in all municipalities in
the country
o although religion was the core of curriculum, the curriculum included
subjects reading, writing, arithmetic, history Christian doctrine, Spanish
language, vocal music, agriculture for the boys, and needlework for the girls.
o Attendance in school was compulsory between 7 to 12 years old.
Education during • The Americans promoted democratic
American Regime ideals and the democratic way of life.
1898-1946 • Schools 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
• 1st American school was established in
May 1898 in Corregidor
 • Training was done through the schools
Education during both public and secular manned by
Chaplains and Military Officers of the US
American Regime Army.
1898-1946 • Thomasites arrived on August 23, 1901
• The University of the Philippines was
founded in 1908
• The Department of Public Instruction set
up a 3 level school system
- 1st level (7-year elementary curriculum)
- 2nd level (4-year junior college)
- 3rd level (4 year program)
 The Commonwealth Period (1935-1942)
▪ Free education in public schools was provided all over the country
▪ Vocational education and some household activities like sewing, cooking, and
farming were also given importance
▪ Education also emphasized nationalism
▪ Good manners and discipline were also taught to the students
▪ The institute of private education was established
▪ Formal adult education was also given
 The Commonwealth Period (1935-1942)
✓ Executive Order No. 134 (1936) was signed by Pres. Quezon designating
Tagalog as our National Language
✓ Executive Order No. 217 (Quezon Code of Ethics) was taught in schools
✓ Executive Order No. 263 (1940) required the teaching of the Filipino
✓ The Education Act of 1940 (C.A. 586) was approved by the Philippine
Assembly which provided for the ff: (1) reduction of the 7 year elementary course to 6 years;
(2) fixing the school entrance age at 7; (3) national support for elementary education; (4) compulsory
attendance of primary enrolled in Grade 1; (5) adoption of double-single sessions in the primary grade with
one teacher one class assignment of intermediate teachers
 • Make the people understand the position of the
Philippines as a member of the East Asia Co-
prosperity Sphere
Japanese • Eradication of the idea of reliance upon Western
Occupation States
• Fostering new Filipino culture based on the
consciousness of the people of Orientals
• Elevating the moral of the people giving-up
emphasis on materialism
• Diffusion of elementary school and promotion of
vocation school
• Striving for the diffusion of the Japanese language
and termination of the use of English in schools
• Developing in people love of labor
 • Education aimed at the full realization of
the democratic ideals and way of life
Post-colonial • The Civil Service Eligibility of teachers
Philippines was made permanent
• Compulsory daily flag ceremony in all
schools
• The life, the works and writings of Rizal
shall be included in all levels
• Elementary education was nationalized
and matriculation fees were abolished
• Magna Carta for Teachers was passed
 Other Developments
• Integration of values in all learning areas
• Emphasis on mastery learning
• YDT and CAT introduced as new courses
• Bilingual Education Policy
• Education Act of 1982
• NCEE introduced
• Executive Order No. 117
 Other Developments
• Creation of the Board for Professional Teachers under PRC
• Replacement of PBET by LET
• Transfer of authority of administering the LET from CSC & DECS to the
Board of Professional Teachers under PRC
• Trifocalization of Education System
• The trifocal education system refocused DECS’ mandate to basic education.
TESDA now administers the post-secondary, middle –level manpower
training & development (RA 7796)
 Other Developments
• CHED is responsible for higher education (RA 7792)
• In August 2001, RA 9155 was passed transforming DECS to DepEd and
redefining the role of field offices (regional offices, division offices, district offices and
schools)
• Values Education is offered as a separate subject in NSEC and integrated in
all subject areas in both curricula
• Kindergarten Act (RA 10157), Jan 20, 2012
• K to 12 Program (RA 10533), May 15, 2013

The Varied Goals of
Education in Different
Historical Periods of
Philippine history
What was considered
important in each historical
period of the country was also
the focus or direction of the
education of the Filipino.
Period Focus and/or Goal
Pre-colonial Vocational training but less academics to be
period good fathers and mothers
Spanish Period
Focused on religious formation to help them
live the Christian faith
American Educated the Filipinos to become good
Regime citizens of a democratic country
Japanese
Occupation
Taught love of labor
foster love of country, teach the duties of
Post-colonial citizenship, develop moral character self-
Period discipline, and scientific, technological, and
vocational efficiency
DepED Vision, Mission & Core Values; and
Present
CHED 4th mission
 To produce thoughtful graduates imbued with (1) values reflective of a
humanist orientation (e.g. fundamental respect for others as human beings with
intrinsic rights, cultural rootedness, avocation to serve;) (2) analytical and
problem solving skills; (3) the ability to think things through the ethical and
social implication of a given source of action; and (4) the competency to learn
continuously throughout life --- that will enable them to live meaningfully in a
complex, rapidly changing and globalized world while engaging their
community and the nation’s development issues and concern.

--- Commission on Higher Education

 We dream of Filipinos
who passionately love their country
and whose values and competencies
The DepEd Vision
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public instruction

the Department of Education
continuously improves itself
to better serve its stakeholders.
 To protect and promote the right of every Filipino
to quality, equitable, culture-based, and complete
basic education where:
The DepEd Mission Students learn in a child-friendly, gender-sensitive,
safe, and motivating environment.
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.
Our Core Values Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
 The Importance of Studying History of
Education (Dewey)
1. Educational issues and problems are often rooted in the past; the study of
educational history can help us to 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.
 REFERENCES
• CMO No. 46 Series of 2012
• The Teacher and the Community School Culture and Organizational
Leadership by Prieto, Arcangel & Corpuz
• www.deped.gov.ph
• all photos are from Google