Modern and Contemporary Education

(Modern and Contemporary Period

between late 15th-18th century)
It is widely used to denote the time between Medieval and modernity, between
Middle Ages and Industrial Age. Early Modern Europe.
Europe experienced fundamental changes in society, religion, ideas, and
everyday life.
Age of discovery with Columbus’ landing in Hispaniola in 1492.
Expansionism- establishment of the new routes brought new materials and
luxurious objects to Europe.
Map- reading, navigation, botany, and more general spreading of ideas
The popularity of new products like sugar and cotton lead to the need for
massive plantation
Advance understanding of the scientific method.
Philosophers and Scientists began to analyze Society's norms
 Indigenous people were often subject to overwork, massacres and were
vulnerable to European disease.
 Philosophers and scientist began to analyze society’s norms and found out that
the facts of life did not always stand up for rational examination.

Education during the Protestant Reformation

Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich
Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or
Protestant, churches. They established vernacular primary schools that offered a basic
curriculum of reading, writing, arithmetic, and religion for children in their own language.

While arguing with each other and with the Roman Catholics on religious
matters, Protestant educators wrote catechisms primary books that summarized their
religious doctrine-in a question and answer format.
 Deaths during this times were not just direct victims of the battle, they were the
victims of diseases and famine and the number of armies decreased.

Soon conflict ended with Peace of Westphalia

All states agreed to uphold the principle that the prince had the right to determine
his domain’s religions, but there would also be freedom of worship for all faiths.

Catholics looked into the international scale for converts with work societies like
the Jesuits.

This marked a sharp change from inquisition policy that sought to root out and
harshly punish heresy throughout Europe.

- Age of discovery with Columbus’ landing in Hispaniola in 1492.

-Expansionism- establishment of the new routes brought new materials and

luxurious objects to Europe.

-Map- reading, navigation, botany, and more general spreading of ideas

-Popularity of new products like sugar and cotton lead to the need for massive
plantation

-Advance understanding of the scientific method

 Indigenous people were often subject to overwork, massacres and were

vulnerable to European disease.

 Philosophers and scientist began to analyze society’s norms and found out that
the facts of life did not always stand up for rational examination.

Educational Theory in the 17th Century

We acquire knowledge, from the information about the objects in the world that
our senses bring to us. We begin with simple ideas and then combine them into more
complex ones.
 In Some Thoughts Concerning Education (1697), Locke recommended practical
learning to prepare people to manage their social, economic, and political affairs
efficiently.

Locke's curriculum included conversational learning of foreign languages,

especially French, mathematics, history, physical education, and games.

Education during the Protestant Reformation The gymnasium in Germany, the

Latin grammar school in England, and the lycee in France were preparatory schools
that taught young men the classical languages of Latin and Greek required to enter
universities. The Protestant reformers retained the dual-class school system that had
developed in the Renaissance.

Education during the Protestant Reformation

The gymnasium in Germany, the Latin grammar school in England, and the lycee
in France were preparatory schools that taught young men the classical languages of
Latin and Greek required to enter universities. The Protestant reformers retained the
dual-class school system that had developed in the Renaissance.

 Earned the label “ENLIGHTENMENT THINKERS” and formed the foundation for
another label- “The Age of Reason”

 Covering the broad array of scientific and philosophic innovation the

enlightenment built upon renaissance principles- means rebirth and constitutes
attempt to rethink the world’s ways completely.

 Individual enlightenment thinkers had different approaches. They unanimously

held the ambitious belief that humanity could be improved by instituting rational
change.

Educational Theory in the 17th Century

 We acquire knowledge, from the information about the objects in the world that
our senses bring to us. We begin with simple ideas and then combine them into more
complex ones.

In Some Thoughts Concerning Education (1697), Locke recommended practical

learning to prepare people to manage their social, economic, and political affairs
efficiently.

Locke's curriculum included conversational learning of foreign languages, especially

French, mathematics, history, physical education and games.

Emergence of the Common Man

Jean-Jacques Rousseau Genevan intellect and writer Not educator, but wrote
education. Education must be natural not artificial.

Johann Pestalozzi Swiss Educator Put Rousseau's theories into practice. "Learning by
head, hand and heart" FOCUS - Social Education

Education in Transition

John Locke (1632-1704)

• English philosopher and physician.

"Tabula rasa"

Education could be imprinted.

Teacher should create a nonthreatening learning environment.

Education during the Enlightenment

During the Enlightenment, also called the Age of Reason, educators believed people
could improve their lives and society by using their reason, their powers of critical
thinking.

The Enlightenment's ideas had a significant impact on the American Revolution (1775-
1783) and early educational policy in the United States.
The Enlightenment principles that considered education as an instrument of social
reform and improvement remain fundamental characteristics of American education
policy.

American Occupation

The Americans used education as a vehicle

for its program benevolent assimilation

 American soldiers were the first teachers

 Restore damaged school houses, build

 new ones and conduct classes

 Trained teachers replaced soldiers

 Filipinos warmly received their new

 teachers, Thomasites

 American teachers infused their students

the spirit of democracy and progress as

well as fair play

 Americans discarded the religious bias

 Educational Act of 1901- Separation of Church and

 State in education

 •Encourage Filipino in the field of teaching

 •Outstanding Filipino scholars were sent to US to train as teachers

 Government established NORMAL SCHOOL for future teachers

 •Courses include Methods of teaching, practice teaching, psychology,
Mathematics, language, science, history and government, social sciences, P.E

 White collar-job bias

 On 4 July 1901, William Howard Taft, president of the commission, became the
Philippines' first civilian governor. The commission defined its mission
as preparing the Filipinos for eventual independence, and focused on
economic development, public education, and the establishment of
representative institutions.

 In 1899 Pres. William McKinley sent to the Philippines a five-person fact-finding

commission headed by Cornell University president Jacob G. Schurman.
Schurman reported back that Filipinos wanted ultimate independence, but this
had no immediate impact on policy.

 Philippine Commission Act no. 74, 1901 - 

a highly centralized public school system. The free public school

system was run by both chaplains and non-commissioned officers assigned to
teach using English as the medium of instruction.

[ Act No. 477, October 08, 1902 ]

Establishing department of public instruction relating to night schools,

providing 36 school divisions

"No night school shall be maintained either in the city of Manila, or elsewhere at
the public expense in which the average attendance is not at least twenty-five
pupils over the age of fourteen years," are hereby repealed.

"Department of Public Instruction" and inserting in lieu thereof the words "Bureau
of Education."

A Bureau of Education for the Philippine Islands, under the executive control of
the Department of Public Instruction, is hereby established, the central office of
which shall be in the city of Manila. 
 All primary instruction in the schools established or maintained under this
Act shall be free, and all secondary instruction in the schools established by the
several provinces shall be free at least to the pupils resident in the provinces in
which the schools are established.

The chief officer of this Bureau shall be denominated the General

Superintendent of Education and shall be appointed by the Civil Governor, with
the advice and consent of the Commission. His annual salary shall be six
thousand dollars, payable monthly. He shall have the following powers and
duties, to be exercised and discharged under the general supervision of the
Secretary of Public

 ACT NO. 74 OF 1901:

Enacted into law by the Philippine Commission, the Act created the
Department of Public Instruction, laid the foundations of the public school system
in the Philippines, provided for the establishment of the Philippine Normal School
in Manila and made English as the medium of instruction.

 ACT NO. 1870 OF 1908:

The law served as the legal basis for the creation of the University of the
Philippines.

  Monroe Survey Commission

conducted a Comprehensive Survey of the Philippine Education System in

1925

Monroe Survey (1925)

Formal Assessment in the Philippines started as a mandate from the

government to look into the educational status of the country (Elevazo, 1968).
The first assessment was conducted through a survey authorized by the
Philippine legislature in 1925. The legislature created the Board of Educational
Survey headed by Paul Monroe, and later, this board appointed an Educational
Survey Commission who was also headed by Paul Monroe. This commission
 visited different schools in the Philippines. The commission observed different
activities conducted in schools around the Philippines. The results of the survey
reported the following:

1. The public school system that is highly centralized in administration needs to

be humanized and made less mechanical.

2. Textbook and materials need to be adapted to Philippine life.

3. The secondary education did not prepare for life and recommended training in
agriculture, commerce, and industry.

4. The standards of the University of the Philippines were high and should be
maintained by freeing the university from political interference.

5. Higher education be concentrated in Manila.

6. English as medium of instruction was best. The use of local dialect in teaching
character education was suggested.

7. Almost all teachers (95%) were not professionally trained for teaching.

8. Private schools except under the religious groups were found to be

unsatisfactory.

The Jones Law

Created the first fully elected Philippine legislature. The law was enacted
by the 64th United States Congress on August 29, 1916, and contained the first
formal and official declaration of the United States Federal Government's
commitment to grant independence to the Philippines.

The Reorganization Act of 1916

Provided the Filipinization of all department secretaries except the

Secretary of Public Instruction. Japanese educational policies were embodied in
Military Order No. 2 in 1942.

In 1927, Vocational Act no. 3377

 was passed and defined the purpose of Vocational Education; that all schools
established under the act shall be of secondary grade level; that is, that they should be
less than college grade. From this law the schools were in order.

Act No. 3377 – enacted in 1927

An act to provide for the promotion of agricultural and vocational education; to

provide for cooperation with provinces, cities, and municipalities in the promotion of
such education in agriculture, commerce, trades, and industries; to provide for
cooperation with the university of the Philippines and other insular institutions in the
preparation of teachers of vocational subjects; to appropriate funds and regulate their
expenditures, and for other purposes.

1935 constitution of the Republic of the Philippines

was in accordance with the Philippine Independence Act of 1934. The 1935
Constitution was ratified by the Filipino people through a national plebiscite, on May 14,
1935 and came into full force and effect on November 15, 1935 with the inauguration of
the Commonwealth of the Philippines.- approved by US President Franklin D. Roosevelt

Pre- Test

1. Age of Enlightenment is also known as the ________

A. Age of Reason
B. Age of Discovery
C. Age of intelligence
D. Age of Rebirth
.
2. Among the discoveries in the Modern Period were the following Except:
A. scientific and philosophic innovation
B. included conversational learning
C. practical learning
D. educational policies
 3. The commission observed different activities conducted in schools around the
Philippines. Among the results of the survey reported the following Except:

A. . The public school system that is highly centralized in administration needs to be

humanized and made less mechanical.
B. Textbook and materials need to be adapted to Philippine life.
C. The secondary education did not prepare for life and recommended training in
agriculture, commerce, and industry.
D. The secondary education prepared for life and recommended training in
agriculture, commerce, and industry.

4. 1935 constitution of the Republic of the Philippines was a/an _______

A. Constitution was ratified by the Filipino people through a national plebiscite.

B. Act to provide for the promotion of agricultural and vocational education
C. Provided the Filipinization of all department secretaries except the Secretary
of Public Instruction.
D. Created the first fully elected Philippine legislature.
5. Philippine Commission Act no. 74, 1901 ________.

A. provided for the establishment of the Philippine Normal School in Manila

and made English the medium of instruction.
B. provided for the establishment of the Philippine Normal School in Manila
and made English the medium of instruction.
C. established a department of public instruction relating to night schools,
providing 36 school divisions
D. served as the legal basis for the creation of the University of the
Philippines.

Answer Key:
1. A
2. D
3. D
4. A
5. A