Topic 2: Historical Foundation of Education

Intended Learning Outcomes

At the end of this Chapter, you should be able to:

 State the relationship of society and schools
 Prove that schools transmit cultural values by stating facts from education
history in the world and in the Philippines
 Explain the meaning of socialization as a function of schools.

Activity – Let’s Read These

Read the quote from the famous John Dewey; then, answer the following
questions.

When a school introduces and trains each child of society into membership within
such a little community, saturating him with 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.

Analysis - Let’s Analyze

Answer the following questions.

1. What is the function of schools according to John Dewey’s statement?
2. Who creates school?
3. What is the relationship between schools and society?

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 and 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, and
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 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

Brinkerhoff (1989) explains further:

In primitive societies, preliterate persons faced the problem of 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 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 word.
These symbols were expressed in signs, pictographs and 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 21st century now enjoy.

Key Periods in Educational History

Below are key periods in educational history from 7000 BC to AD 1600. Study
the table thoroughly. The notes should make you see that education and school are
functions of society and schools reflect the nature and character of society itself.
What society considers important is what education focuses on to preserve
society.

Table 1. Points of Emphasis on Education in History

Key Periods in Educational History, 1000 BC to AD 1600

Historical Educational Curriculum Agents Influences on
Group of Goals Western
Period education
PrimitiveTo teach Practical Parents, tribal Emphasis on the
Societiesgroup skills of elders and role of informal
survival skills hunting, priest education in
7000 BC-
fishing, food transmission of
5000 BC
gathering skills and values
To cultivate stories,
group myths,
cohesiveness songs,
 poems,
dances
Greek To cultivate Athenian: Athens; Athens: The
civic reading, private concept of the
1600 BC-
responsibility writing, teachers and well-rounded,
300 BC
and identity arithmetic, schools, liberally educated
with city- drama, Sophists, person
state music, philosophers
physical
education, Sparta: The
Athenian: to literature, Sparta: concept of the
develop well- poetry military military state
rounded teachers, drill
person sergeants
Spartan:
drill,
Spartan: to military
develop songs and
soldiers and tactics
military
leaders
Roman To develop Reading, Private Emphasis on
sense of civic writing, schools and ability to use
750 BC-AD
responsibility arithmetic, teachers, education for
450
for republic Laws of schools of practical
and then Twelve rhetoric administrative
empire Tables, law, skills
philosophy

To develop Relating
administrativ education to civic
e and military responsibility
skills
Arabic To cultivate Reading, Mosques Arabic numerals
religious writing, and computation
AD 700-
commitment mathematics
AD 1350
to Islamic , religious Court schools
beliefs literature, Re-entry of
scientific classical materials
studies on science and
 To develop medicine
expertise in
mathematics,
medicine and
science
Medieval To develop Reading, Parish, chantry Establishing the
religious writing, and cathedral structure, content
AD 500-AD
commitment, arithmetic, schools, and organization
1400
knowledge liberal arts, universities, of the university
and ritual philosophy, apprenticeship as a major
theology, , knighthood institution of
crafts, higher education,
To establish military the
social order tactics and institutionalizatio
chivalry n and preservation
of knowledge
To prepare
persons for
appropriate
roles
Renaissance To cultivate a Latin, Classical An emphasis on
humanist who Greek, humanist literary
AD 1350-
was expert in classical educators and knowledge,
AD 1500
the classics - literature, schools such excellence and
Greek and poetry, art as lycee, style as expressed
Latin gymnasium, in classical
Latin grammar literature; a two-
school way track system
To prepare of school
courtiers for
service to
dynastic
leadership

Reformatio
To cultivate a Reading,
n sense of writing,
commitment arithmetic,
AD 1500-
to a particular catechism,
AD 1600
religious’ religious
 denomination concepts and
ritual; Latin
and Greek;
To cultivate theology
general
literacy

The History of the Philippine Educational System

Let us 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 the 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.
For those with internet connection, click the link below and watch.
https://www.youtube.com/watch?v=1nAO1WF2x00&features=share
For those who did not have internet connection, read the text below.
Pre-colonial period
 Informal, unstructured and decentralized
 Fathers taught sons to look for food and other means of livelihood
 Mothers taught daughters household chores
 Prepare children to become good husbands and wives
 Provision of vocational training to children, less in academics
 Teachers were tribal tutors (Babaylan or Katalonan).

Spanish Era

 Formal, organized and authoritarian in nature

 Teachers were Spanish missionaries
 Formal schooling was conducted in parochial schools and instruction was
religion-oriented
  Christian doctrines, sacred songs and prayers were taught as requirement
for confession and communion
 Existence of separate schools for boys and girls
 Illustrados (wealthy Filipinos) were accommodated in schools

Educational Decree

 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.

American Regime (1898-1946)

 Democratic ideals and democratic ways of life are the foci of education
 Schools initiated by the Spaniards for three centuries were closed but were
reopened on August 28, 1898 by Interior secretary
 Free and compulsory education system was established by the Malolos
Constitution
 The first American school was established in Corregidor on May 1898 and
seven more schools were opened in the city after the capture of Manila in
1899 (Political Constitution).
 Chaplains and US Military Officers conducted training both public and
secular schools.
 Thomasites arrives in the Philippines on August 23, 1901
 UP, the first state school of university status, was founded in 1908
 Three levels of school system were set up by the Department of Public
Instruction (1st level - 4-year primary and 3-year intermediate or 7-year
elementary curriculum; 2nd level – 4-year, the secondary or high school
and 4-year for tertiary.

Commonwealth Period (1935-1942)

 In accordance with the 1935 Constitution, free education was provided in
all public schools in the country
 The emphases of education were vocational and some households’
activities like sewing, cooking, and faring.
 Nationalism about life of Filipino heroes was also taught to students vis-à-
vis good manners and discipline
 To observe private education, the period established institute of private
education
  Formal adult education was introduced
 President Manuel L. Quezon signed Executive Order No. 134 of 1936
designating Tagalog as the Philippines’ National Language
 Executive Order No. 217 otherwise known as the Quezon Code of Ethics
was taught in schools
 Executive Order no. 263 of 1940 required the teaching of the Filipino in
the senior year of all high schools and in all years in the normal schools
 The Education Act of 1940 (CA 586) was approved by the Philippine
Assembly on August 7,1940 which provided the following: Reduction of
the 7-year course to 6, fixing the school entrance age at 7, national support
for elementary education, compulsory attendance of primary children
enrolled in Grade 1 and adoption of double-single sessions in the primary
grade with one teacher one class assignment of intermediate teachers
Japanese Occupation
 Make people understand the position of the Philippines 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 the people the love of labor

Post-Colonial Philippines

 Education aimed at the full realization of the democratic ideals and ways
of life
 The Civil Service eligibility of the teachers was made permanent pursuant
to RA 1079 in June 15, 1954
 A daily flag ceremony was made compulsory in all schools including the
singing of the National Anthem pursuant to RA 1265 approved on June
11, 1955
 Curricular offerings in all schools, the life, the works and writings of Dr.
Jose Rizal, 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 RA 4670The
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 a new courses Media of Instruction-Bilingual
Education Policy: Mandate the use of English an Filipino separately as
media of instructions in schools
 Education Act of 1982 created the Ministry of Education, Culture and
Sports
 President Corazon C. Aquino by virtue of her Executive Order No. 117
renamed Ministry of Education, Culture and Sports to DECS in 1987
 NCEE (National College Entrance Examination) was introduced
 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 non-formal education,
including culture and sports. TESDA now administers the post-secondary,
middle-level manpower training and development RA 7722 – Higher
Education Act of 1995
 In August 2001, RA 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 provides the overall
framework for 1) school head empowerment by strengthening their
leadership roles and 2) 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.
 Values Education is offered as a separate subject in New Secondary
Education Curriculum (NSEC and integrated in all subject areas in both
curricula – Implementation of NSEC
 RA 10157, January 20, 2012 – Kindergarten Act, an act institutionalizing
the kindergarten education into the basic education system
  K to 12 Program (RA 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 (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 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 focus on religious formation to help them live in Christin 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 of 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 (CHED).

The Department of Education has the following vision, mission and 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, equitable,

culture-based and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe and motivating
environment
Teachers facilitate learning and constantly nurture every learner
Administrative and staff as stewards of the institution, ensure 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

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 understand and solve today’s problems.
2. Realistic effort to reform education begins 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.

Application – Let’s Apply

1. Why was the focus of education different for diverse groups of people in
varied places and periods in world history? What does this point to
regarding relationship of schools and society?
2. Given the diverse characteristics of the different periods in Philippine
history, what were the goals of education/schools during the pre-colonial,
 Spanish period, American regime, Japanese occupation and post-colonial
period?
3. Was equal access to quality education met during the pre-colonial,
Spanish period, American regime, Japanese occupation and post-colonial
period up to the present?
4. DepEd’s mission is to protect and promote the right of every Filipino to
quality, equitable, culture-based and complete basic education. Has the
Philippine educational system for pre-colonial to present given equal
access to quality, culture-based and complete basic education or was it a
privilege of the few? Explain your answer.
5. Read the article below. What does job-skills mismatch imply about the
relevance of schools to present society/ are schools effective agents of
socialization in preparing Filipino graduates for their job roles?

DOLE urged to address job-skills mismatch

Published June 19, 2018
By Van Ellaine Terrazola

Senator Joel Villanueva on Tuesday prodded the Department of Labor and

Employment (DOLE) and other concerned agencies to report on the status of its
programs aimed at addressing job-skills mismatch. Se. Joel Villanueva (Senate of
the Philippines Facebook page/Manila Bulletin)

Villanueva, chairperson of the Senate committee on labor, employment and

human resources development, made the appeal as he called anew on the
government to make sure that the workers who will be employed under the
“Build, Build, Build” infrastructure program are skills-ready. “It has been our
consistent call on the concerned government agencies – Commission on Higher
Education (CHED), Department of Labor and Employment (DOLE), Department
of Education (DepEd) and Technical Education and Skills Development
Authority (TESDA) – to up-skill our workers and address the problem of job-
skills mismatch which becomes imperative with the implementation of the
administration’s Build, Build. Build program,” Villanueva said in a statement

6. Education is a function of society. Considering the positive and negative

elements of 21st Century society, 1) state the educational goals that 21st
society schools should pursue; 2) describe the ideal 21st Century graduate
and 3) describe the education delivery mode.
7. Will the survival skills taught in primitive societies suffice for the citizens
of a 21st Century world?
TAKEAWAYS

 Education and school are a function and creation of society

 Goals in education reflect what society considers as necessary for survival,
stability and convenience
 A study of the history of education in the world and in the Philippines
helps us see what societies in the past considered important and enables us
to appreciate the present which is a product of the past.
 Schools are agents of socialization. They prepare individuals for their
varied roles in the society.

Let’s Check for Understanding

1. In not more than two sentences, state the relationship of the 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 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 then wanted?

Let’s Reflect

1. Should college education be for all or should it be given only to those who
are intellectually capable of college education? Those who are not should
be directed to technical education. Isn’t giving access to college education
for one who is not intellectually capable a waste of time and resources?
Was that not the very purpose of the NCEE then – to redirect the techvoch
courses for those who were not capable of a college degree?
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?
Taking it to the Net

1. In the Philippines, education from elementary to 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 in class.
2. Life skills were taught to primitive society. Are these life-skills for
primitive society the same life skills for the 21st Century?

LET Clinchers

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

I. Citizens are taught what society considered most important

II. Society determines curriculum to be taught
II. 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 a selected few
D. Free

3. Complete the analogy. Athenian education: well-rounded development of

individuals, Spartan education: _________________________
A. Military training
B. Religious formation
C. Liberally educated
D. Holistically developed person

4. While the Japanese taught the Filipinos love for labor, the Americans
taught the Filipinos ________________________
A. Citizenship in a democratic society
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
society
C. Developing speaking and relating skills
D. Developing the socialite to remain forever young