MODULE 2 (3-4 weeks

.
HISTORICAL FOUNDATION OF EDUCATION
OBJECTIVES
KEY TAKEAWAYS
At the end of the module, the students are expected to:

1. State the relationship of societies and schools  Education and schools are a function and
2. Prove that schools transmit cultural values by stating facts a creation of society.
from education history in the world and in the Philippines.  Goals in education reflect what society
3. Explain the meaning of socialization as a function of considers as necessary for survival,
schools. stability and convenience.
 A study of the history of education in the
ACTIVITY #1 Direction: Read the quote from the famous John world and in the Philippines helps us see
Dewey then answer the following questions. what societies in the past considered
important and enables us to appreciate
When a school introduces and trains each child of society the present which is a product of the
into membership within such a little community, past.
saturating him with the spirit of service, and providing  Schools are agents of socialization. They
him with the instruments of effective self-direction, we
prepare individuals for their varied roles
shall have the deepest and the best guaranty of a larger
society which is worthy, lovely, and harmonious.

Questions:

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

2. Who creates schools?
3. What is the relationship between school and society?

ABSTRACTION

Education/ Schools

 An institution created by the 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 maintains its functions and institutions,
one of which is education, to assure its survival, stability and convenience. John Dewey said that 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.
 Socialization is the process of learning the roles, statutes and values necessary for participation in social
institutions. It is a life-long process. It occurs primarily during early childhood but as we progress from infancy to
old age we shed old roles adopt new ones

Family

 Most important agent of socialization. Psychology tells us that the self-concept formed during childhood has
lasting consequences.

Points of Emphasis on Education in History

KEY PERIODS IN EDUCATION HISTORY, 1000BC TO A.D.1600

Historical Group or Educational Goals Curriculum Agents Influence on
Period Western Education
Primitive societies To teach group Practical skills of Parents, tribal elder, Emphasis on the role
7000 B.C.-5000B.C. survival skills; to hunting, fishing, and priests of informal
cultivate group food gathering education in
cohesiveness stories, myths, songs, transmission of skills
poems, dances and values.
Greek 1600B.C-300 To cultivate civic Athenian: reading, Athens: private Athens: The concept
B. C. responsibility and writing, arithmetic, teachers and schools; of the well-rounded,
identity with city- drama, music, sophist; philosophers liberally educated
state. physical education, Sparta: military person
Athenian: to develop literature, poetry. teachers, drill Sparta: The concept
soldiers and military Spartan: drill, sergeants of military state
leaders. military songs
 tactics.
Roman 750 B. C. – To develop sense of Reading, writing, Private schools and Emphasis on ability
A.D. 450 civic responsibility arithmetic, Laws of teachers; schools and to use education for
for republic and then Twelve Tables, law, rhetoric practical
empire; to develop philosophy. administrative skills;
administrative and relating education to
military skills. civic responsibility
Arabic A.D. 700- To cultivate religious Reading, writing, Mosques; court Arabic numerals and
A.D. 1350 commitment to mathematics, schools computations; re-
Islamic beliefs; to religious literature, entry of classical
develop expertise in scientific studies materials on science
mathematics, and medicine
medicine, and
science
Medieval A. D. 500- To develop religious Reading, writing, Parish, chantry, and Establishing the
A.D. 1400 commitment arithmetic, liberal cathedral schools; structure, content and
knowledge, and arts; philosophy, universities; organization of the
ritual; to re-establish theology; crafts; apprenticeship; university as a major
social order; to military tactics and knighthood institution of higher
prepare persons from chivalry education; the
appropriate roles. institutionalization
and preservation of
knowledge
Renaissance To cultivate a Latin, Greek Classical humanist An emphasis on
A.D. 1350- A.D.1500 humanist who was classical literature, educators and literary knowledge,
expert in the classics- poetry, art schools such as excellence, and style
Greek and Latin; to lycee, gymnasium, as expressed in
prepare courtiers for Latin grammar classical literature; a
service to dynastic school two-track system of
leaders. schools

The History of the Philippine Educational System

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, decentralize. 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).

Educational 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 porachial 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. Wealthy 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 girl. Attendance in school was
compulsory between the ages of seven and twelve.
 Education During the American Regime1898-1946

 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, 1898by the Secretary of the
Interior. A system of free and compulsory elementary education was established by the Malolos Constitution.
 (Political 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
190. 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 (1953-1942)

-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 the 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:
-Reduction of the 7 year elementary course to 6 years
-Fixing the school entrance age at 7
-National support 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 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 and El
Filibusterismo shall be included in all levels.
-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 learnimgs 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
-Replaced 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
non-formal 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 defining 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 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 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, 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 2 years of Senior High School [SHS]) 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 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, we can
shape the future.
3. The study of education’s past provides a perspective that explains and illuminates our present activities as
teachers.

ACTIVITY #2

Direction: Research the DepEd Vision, Mission and Core Values. Write it in a long bond paper an make it creative and
presentable. Then, answer the question below:

 DepEd’s mission is “to protect and promote the right of every Filipino to quality, equitable, culture-based and
complete basis education”. Has the Philippine education system from pre-colonial to present given equal access
to quality, culture based and complete basic education? Or was it is privilege of a few. Explain your answer.

ACTIVITY #3

Direction: Answer the following question. Write and present your answer in a creative way. (5points each)

1. In not more than two sentences, state the relationship of society and schools.
2. What is meant by socialization as a function of schools?
3. Can school change the socializing effect of family, the primary agent of socialization? Can an excellent school
undo the socializing effect of an extremely deprived home?
4. In the Philippines, was an education a privilege enjoyed by all Filipinos since the Pre-colonial period? Why or
why not?
 5. Was the National College Entrance Examination (NCEE) in support of equal access to quality education? Why
was it abolished when it did exactly what Filipinos wanted?

ACTIVITY #4 Reflection Paper

Direction: Reflect on the questions below. Answer it in a paragraph form.

1. Should college education be for all? Or it should be given only for those who are intellectually capable of college
education? Those who are not should be directed to technical education. Isn’t giving an access to college
education for one who is not intellectually capable a waste of time and resource?

Was that not the everybody purpose of National College Entrance Examination then – to redirect to techvoc courses those
who were not capable of college course? Write your reflection.

2. Should we bring back the NCEE? Why or Why not?

3. Of the developments in Philippine education in the post-colonial period, which to you is most important?

ACTIVITY #4 Journal

Direction: Give your thoughts or reaction to the following statement and questions below.

STATEMENT/QUESTIONS MY THOUGHTS/S OR REACTION/S/ FINDINGS

In the Philippines , education from elementary and
secondary is free. What law made tertiary education free?
Research on the tertiary education of other countries. Is it
also free, or “only in the Philippines”? Share your findings
Life skills were taught to primitive society. Are these, life
for primitive society the same life skills for the 21 st
century ? Find out.

LET CLINCHER

1. Education is a function of society. What does this implies?

I. Citizens are taught what society considered most important.
II. Society determines curriculum to be taught
III. Those in education taught what they believed should be taught regardless of society’s need.
A. I only b. I and II c. II and III d. III only
2. If education is a function of society then it has to be
a. Relevant b. complete c. for selected few d. free
3. Complete the analogy. Athenian education: well-rounded development of individuals Spartan education:
a. Military trainings b. religious formation c, liberally educated d. holistically developed person
4. While the Japanese taught the Filipinos love for labor, the Americans taught the Filipino
a. Citizenships in democratic country b. survival skills c. love for country d. dignity of labor
5. Schools are tasked for socialization. Which is correct explanation of Socialization?
a. Developing the young to become socialite
b. Learning the roles, statuses and values necessary for participation in the society.
c. Developing skills and relating skills
d. Developing the socialite to remain forever young.