CHAPTER

Historical Foundation of Education

Abstraction -Let's Conceptualize

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, one of which is education, to assure its survival, stability and convenience.

As John Dewey claimed, it is the school that "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..." When schools succeed to do this, in the words of Dewey "we shall have the
deepest and best guaranty of a larger society which is worthy, harmonious, and lovely.

This is called the socialization process. Socialization is the "process of learning the roles, statuses and values
necessary for participation in social institutions ......" (Brinkerhoff, D., 1989)

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) 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,
and they determine the groups with which the child will interact outside the family". (Brinkerhoff, D., 1989)

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. The next part of this Chapter is devoted to how schools (formal or informal) did their
task as agents of socialization in different periods of history.

Education in Primitive Society

Brinkerhoof (1989) explains further:

In primitive societies, preliterate persons faced the problem of survival in an environment that pitted thorn
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 behavior code of group
life 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 21" century
now enjoy.
Key Periods in Educational History
Below are key periods in educational history from 7000 • 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.
 In primitive societies survival against natural forces was the need and so what were taught were survival
skills and values to cultivate group cohesiveness.

For the Athenian in ancient Greece, what mattered most in education was the rounded development of
every individual while for the Spartan it was the development of soldiers and military leaders.
For the early Romans, schools needed to develop a sense of civic responsibility and to develop
administrative and military skills as citizens of the Roman Empire.

For the ancient Arabic world where Islam rose the most important concern of education was to cultivate
religious commitment to Islamic beliefs.
During the Medieval period, schools were concerned with the development of religious commitment,
knowledge and ritual to establish order.

Renaissance period was a fervent period of European cultural, artistic, political and economic "rebirth"
following the Middle Ages. Education was focused on the rediscovery of classical philosophy, literature and art.
The Reformation period had as for its educational goals the cultivation of a sense of commitment to a
particular religious denomination and general literacy.

The History of the Philippine Educational System

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

As you study the summary of the Philippine educational system, just remember this sociological concept,
which is the focus of this Chapter -that education is a function of society and as such what are taught in
schools arise from the nature and character of society itself. What society considers important is what schools
teach. Be ready to answer this question at the end: What was/were the focus/foci of education or schools
during the: 1) pre-colonial period, 2) Spanish period, 3) American regime, 4) Japanese occupation
and 5) post-colonial period.
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 Katalona_ri),
Education During the 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 music and prayers were taught
because they were required for confession and communion. There was a separate school for boys and girls.
We; it t by Filipinos or the ilustrados were accommodated in the schools.
The Educational 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 of seven and twelve.

Education during the American Regime 1898-1946

The Americans promoted democratic ideals and th way democratic 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
Constitutionmerican
(Political Constitution of 1899). In May 1898, the first A school was established in Corregidor, an Manilad
shortly after the capture of in 1899, seven schools were open ed 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 a four-
year junior college and later a four year program.
The Commonwealth Period (1935-1942)

 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 designating 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 th e Filipino, national language in the senior
year of all high schools and in all years in the normal schools.

The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940, which
provided for the following:
 Eradication of the
 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 I
 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 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.
 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 a nd El Filibusterismo shall be included in all levels.
 Elementary education was nationalized and ma were triculation fees 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 learning areas

 emphasis on mastery learning
 YDT and CAT introduced as new courses 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
 The trifocal education system refocused DECS' mandate to basic education which covers elementary,
secondary and nonforrnal 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
 CHED is responsible for higher education. R.A. 7722 -Higher Education 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). RA 9155 provide the overall framework for (i) school head empowerment by
strengthening theirleadership 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 which include the 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 -Implementation of New Secondary Education Curriculum (NSEC)
 R.A. 10157, Jan 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 [SHSJ) to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship.

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.
During the pre-colonial period, students were given vocational training but lesser academics for them to
be good fathers and mothers. During the Spanish period, schools focused on religious formation to help them
live the Christian faith. The American regime educated the Filipinos to become good citizens of a democratic
country while the Japanese regime taught them love of labor. The post-colonial period educational system was
devoted to the following goals: 1) foster love of country; 2) teach the duties of citizenship;3) develop moral
character self-discipline; and 4) scientific, technological and vocational efficiency. The present DepEd vision
and mission statement and core values and the fourth mission of the Commission on Higher Education add
light to the present goals of Philippine education. They are given below:

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 (in) their community and the
nation's development issues and concern. -Commission on Higher Education

The Department of Education has the following vision, mission Ind core values:
The DepEd Vision

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

To protect and promote the right of every Filipino to Quality, '-quitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive, safe, and mouvating 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
learners.
Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
The Importance of Studying History of Education
Why do we have to bother with the educational goals of the past which is past and so we can no longer undo?
Dewey explains why a study of the history of education is valuable:

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.