MODULE 2: HISTORICAL FOUNDATIONS OF

EDUCATION
INTENDED LEARNING

At the end of the module, the students can:

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

1. ACTIVITY
State the similarities and differences of society and schools by filling in the Venn
Diagram below.

DIFFERENCES DIFFERENCES

SIMILARITIES

SOCIETY SCHOOLS

2. ANALYSIS
Do you think society and schools are interrelated? Why or Why not?
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3. ABSTRACTION

Our society is composed of different institutions such the family, school, church,
government, etc. Along with the family, the school is also an important agent of
socialization. (Socialization is the process of learning the roles, statuses and values
necessary for participation in social institution. Socialization is a lifelong process. It
occurs during early childhood but as we progress from infancy to old age, we shed
roles and adopt new ones. Role learning that prepares us for future roles is termed as
anticipatory 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. This chapters focuses on how
school (formal and informal) did their task as agents of socialization in different periods
of history.

KEY PERIODS IN EDUCATIONAL HISTORY 1000 BC TO A.D.1600

HISTORICAL EDUCATIONAL CURRICULUM AGENTS INFLUENCES IN
GROUP OR GOALS WESTERN
PERIOD EDUCATION
Primitive To teach group Practical skills of Parents, tribal, Emphasis on the
Societies survival skills; to hunting, fishing, elders and role of informal
7000 BC to cultivate group food gathering, priests education in
5000BC cohesiveness stories, myths, transmission of
songs, poems, skills and values
dances
Greek To cultivate civic Athenian: Athens: private Athens: The
1600 BC – 300 responsibility reading, writing, teachers and concept of the
BC and identity with arithmetic, schools; well-rounded,
city-state; drama, music, Sophists; liberally educated
physical philosophers person
Athenian: to education,
develop well- literature, poetry Sparta: military Spartan: The
rounded person teachers, drill concept of the
Spartan: drill, sergeants military state
Spartan: to military songs
develop soldiers and tactics
and military
leaders
Roman To develop Reading, writing, Private schools Emphasis on
750 BC – AD sense of civic arithmetic, Laws and teachers; ability to use
450 responsibility for of Twelve Tables schools of education for
republic and then law, philosophy rhetoric practical
empire; to administrative
develop skills; relating
administrative education to civic
and military skills responsibility
Arabic AD 700 – To cultivate Reading, writing, Mosques, court Arabic numerals
AD1350 religious mathematics, schools and computation;
commitment to religious reentry of
Islamic beliefs, to literature, classical
develop scientific studies materials on
expertise in science and
Mathematics, medicine
medicine and

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 Science
Medieval AD500- To develop Reading, writing, Parish, chantry Establishing the
AD 1400 religious arithmetic, liberal and cathedral structure, content
commitment, arts, philosophy; schools; and organization
knowledge and theology; crafts; universities; of the university
ritual; to military tactics apprenticeship; as a major
reestablish social and chivalry knighthood institution of
order; to prepare higher education;
persons for the
appropriate roles institutionalization
and preservation
of knowledge.
Renaissance To cultivate Latin, Greek, Classical An emphasis on
AD 1350-1500 humanist who classical humanist literary
was expert in the literature, poetry, educators and knowledge,
classics – Greek art schools such as excellence and
and Latin; to lycee, style as
prepare courtiers gymnasium, expressed in
for service to Latin grammar classical
dynastic leaders school literature, a two-
tract system of
school
Reformation AD To cultivate Reading, writing, Vernacular A commitment to
1500-AD1600 sense of arithmetic, elementary universal
commitment to a cathechism, schools for the education to
particular religious masses; provide literacy to
religious concepts and classical schools the masses; the
denomination; to ritual, Latin and for the upper origins of school
cultivate general Green; theology classes systems with
literacy supervision to
ensure doctrinal
conformity

THE HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM

 The historical foundation of education reflects the educational focus prevalent
during a particular period or even in Philippine history.

Period Characteristics Curricular Focus

Pre-Spanish Focused on Practical  Broad; not defined nor written
Training to satisfy basic  Prescriptive
needs for survival and to  Reading and writing in relation
transmit social ideas, to the study of Koran for the
customs, beliefs and Maguindanao Moslems.
traditions.
Training done in the
homes.
Spanish Focused on the learning of the  Parochial schools study of
Christian Doctrine. Doctrina Cristiana, arithmetic,
music, arts, and trades;
vernacular was the medium of
instruction.
American Focused on establishing the  Reading, writing, arithmetic,

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 public school systems, highly good manners and right
influence by the philosophy of conduct, civics, hygiene and
John Dewey. sanitation, domestic science,
American history, Philippine
History; English as medium of
instruction.
Commonwealth Focused on the development of  Tagalong and later on Filipino,
moral character, personal as another medium of
discipline, civic consciousness, instruction.
and vocational efficiency as  Provided for a 6-year
provided for in the 1935 elementary schools; school
Constitution. entrance at age 7; compulsory
attendance in Grade 1;
introduction of double-single
sessions.
 Teaching of Filipino as subject.
Japanese Focused on promoting the East  Diffusion of elementary
Asia co-prosperity sphere education with the promotion
educational objective. of vocational education.
 Fostering of new Filipino
culture based on the
awareness that Filipinos are
Orientals.
 Termination of use English as
medium of instruction.
Third Republic Patterned after the Provisions of the 1935 Constitution
New Society Focused on national  Promotion of Bilingual
development goals; manpower Education Policy.
training; high level professions,  Development of moral
self-actualization. character, self-discipline;
scientific, technological and
vocational efficiency; love of
country and good citizenship.
Fourth Republic Focused on promotion of the  Strengthening of the teaching
rights of all citizens to qualify of values; return to the basics
education. in the new elementary and
secondary schools
curriculum.

The Importance of Studying History of Education

1. Educational issues and problems are often rooted in the past; the study of
educational history of our past; the study of educational history can help us to
understand to 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 illuminates
our present activities as teachers.

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4. APPLICATION
In your own words, state the relationship of society and schools.

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5. REFLECTION
Is Education in the Philippines a right or a privilege?
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6. ASSESSMENT
Choose the best answer. Write your answer on the space provided before each number.

______1. As provided for in R.A. 4670, teachers should render at least how many hours of
actual teaching a day?
a. 8 hours c. 6 hours
b. 5 hours d. 10 hours
______2. The government agency in charge of conducting professional examinations and
certifying graduates of different tertiary degrees as professionals is
a. Philippine Medical Association c. Professional Regulations Commission
b. DepEd d. Commission on Higher Education
______3. Which of the following is the aim of Educational system during the Pre-Spanish
period?
a. Propagate Christianity c. To conform and to survive
b. Teach democracy d. Love for work
______4. Which of the following is the aim of Education during the Commonwealth period?
a. Propagate Christianity c. To conform and to survive
b. Teach democracy d. Love for work
______5. Which of the following embodies the operation, “return to the basics”?
a. New Elementary School Curriculum
b. National Secondary Achievement Test
c. New Secondary Education Curriculum

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d. National Elementary Achievement Test