HISTORICAL FOUNDATION OF EDUCATION

EDUCATION
• Institution created by society

SOCIALIZATION
• A lifelong process

ANTICIPATORY SOCIALIZATION
• Role learning that prepares us for future roles

FAMILY
• Most important agent of socialization
• Self-concept formed during childhood has lasting consequences

SCHOOL
• Another important agent of socialization
• Charged by society to impart specific knowledge and skills necessary for functioning in a society
• Charged with the task of transmitting society’s cultural values

EDUCATION IN PRIMITIVE SOCIETY

Brinkerhoof (1989) explains,

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
3. Language

SOCIALIZATION
• A function of education in society
• Process by which individuals internalize the norms and values of society and so social and cultural
continuity are attained
• Informal education in action

AS ABSTRACT THINKERS…

Human beings could create, use, and manipulate symbols

• Can communicate through gestures, sounds, and words

• The creation and introduction of oral and written language made a great leap on literacy which had
tremendous educational consequences to humans

Historical
Group or Influence on Western
Period Educational Goal Curriculum Agents Education

Practical skills of
Primitive To teach group hunting, fishing, Parents, Tribal Emphasis on the role of
societies survival skills; to food gathering, elders, and priests informal education in
 cultivate group stories, myths, transmission of skills
cohesiveness songs, poems, and values
dances

Athenian:
reading, writing,
arithmetic,
drama, music,
physical Athens: private Athens: the concept of
education, teachers and the well-rounded,
To cultivate civic literature, poetry schools; Sophists; liberally educated
responsibility and Spartan: drill, philosophers Sparta: person Spartan: the
identity with military songs military teachers, concept of the military
Greek city-state and tactics drill sergeants state

To develop a sense
of civic Reading,
responsibility for Writing, Emphasis on the ability
republic and then Arithmetic, Laws to use education for
empire; to develop of Twelve Private schools and practical administrative
administrative and Tables, Law, teachers; schools of skills; relating education
Roman military skills Philosophy rhetoric to civic responsibility

To cultivate religious
commitment to
Islamic beliefs; to Reading, writing,
develop expertise in mathematics, Arabic numerals and
mathematics, religious computation, re-entry of
medicine, and literature; Mosques; court classical materials on
Arabic science scientific studies schools science and medicine

Establishing the
structure, content, and
To develop religious organization of the
commitment, Reading, writing, university as a major
knowledge, and arithmetic, liberal Parish, chantry, and institution of higher
ritual; to re-establish arts; philosophy, cathedral schools; education; the
social order; to theology; crafts; universities; institutionalization and
prepare persons for military tactics apprenticeship; preservation of
Medieval appropriate roles and chivalry knighthood knowledge

To cultivate a
humanist who was Classical humanist An emphasis on literary
expert in the educators and knowledge, excellence,
classics - Greek and Latin, Greek, schools such as and style as expressed
Latin; to prepare classical lycee, gymnasium, in classical literature; a
courtiers for service literature, poetry, Latin grammar two-track system of
Renaissance to dynastic leaders art school school

Reading, writing, A commitment to

To cultivate a sense arithmetic, universal education to
of commitment to a catechism, Vernacular provide literacy to the
particular religious religious elementary schools masses; the origins of
denomination; to concepts and for the masses; school systems with
cultivate general ritual; Latin and classical schools for supervision to ensure
Reformation literacy Greek; theology the upper classes doctrinal conformity

The History of the Philippine Educational System

EDUCATION DURING THE PRE-COLONIAL • mothers taught their girls to do the

PERIOD household chores

❖ Education was informal and unstructured, ❖ Children were provided more vocational
decentralized training but lesser academics
❖ Education prepared children to become ❖ Teachers were tribal tutors ( Babaylan or
good husband and wives Katalonan)

• fathers taught their sons how to look for EDUCATION DURING THE SPANISH ERA
food and other means of livelihood
❖ Education was formal and organized
 ❖ Authoritarian in nature
❖ Spanish missionaries were the teachers
❖ Pupils attended formal schooling in the
parochial school
❖ Religion- oriented instruction
❖ Separate schools for boys and girls
❖ Wealthy Filipinos or illustrados 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.
● Provided the establishment of the
elementary schools in all municipalities in
the country
● Religion was the core of the curriculum but
it has also subjects such as reading, writing,
arithmetic, history, Christian doctrine,
Spanish language, vocal music, agriculture
for the boys and needlework for the girls
● Attendance is compulsory between ages
7-12
EDUCATION DURING THE AMERICAN REGIME
1898-1946
➢ Promoted democratic ideals and the
democratic way of life
➢ Schools maintained by the Spaniards for
more than 3 centuries were closed but were
reopened on Aug. 29,1898 by the Secretary
of the Interior
➢ A system of free and compulsory
elementary education was established by
the Malolos Constitution
➢ May 1898, the first American school was
established in Corregidor, and shortly after
the capture of Manila in 1899, 7 schools
were opened in the country
➢ Thomasites arrived in the Philippines on
August 23,1901. University of the
Philippines was founded in 1908 and the
first state school of university status
The Department of Public Instruction set up a 3
level school system. 1st level considered a 4-year
primary and 3-year intermediate or 7-year
curriculum. The second level was 4-year junior
college and a later 4 year program.
THE COMMONWEALTH PERIOD (1935-1942)
● In accordance with 1935 constitution, Free
Education in public schools was provided all
over the country
● Vocational education were also given
importance
● Education emphasized nationalism
● Good manners and discipline were also
taught to 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 for elementary education
● Compulsory attendance of primary children
THE JAPANESE OCCUPATION
Aims of education during the Japanese occupation
➢ Make 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 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 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 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 RA 4670
➢ 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 7796-
Technical Education and Skills Development
Act of 1994

The fundamental aims of education in the 1973 ➢ CHED is responsible for higher education.
constitution are: RA 7722-Higher Education Act of 1994

● Foster love of country ➢ In August 2001, Republic Act 9155,

● 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
used in schools.
➢ Education act of 1982-created the 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)
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 the field offices (regional offices, division
offices, district offices, and schools). RA
9155 provide the overall framework for:
1. school head empowerment by
strengthening their leadership roles
2. school-based management within the
context of transparency and local
accountability
➢ Governance of Basic Education Act (RA
9155) was passed renaming the DECS to
DepEd
➢ Values education in separate subject in
NSEC
➢ RA 10157, Jan. 20,2012- Kindergarten Act
➢ K-12 Program (RA 10533), May 15, 2013

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

DepED Mission
To protect and promote the right of every Filipino to equality, 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
Administration 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
life-long learners

CORE VALUES

- MAKA-DIYOS

- MAKA-TAO

- MAKAKALIKASAN

- MAKABANSA

IMPORTANCE OF STUDYING HISTORY OF EDUCATION

• Educational issues and problems are often rooted in the past, the study of educational history can
help us to understand and solve today’s problem
• Realistic effort to reform education begin with present conditions which are a product of our past; by
using past, we can shape the future
• The study of education’s past provides a perspective that explains and illuminates our present
activities as teachers

PHILOSOPHICAL THOUGHTS ON EDUCATION

Isolated Facts and the Banking Method

Depicted in the question and answer proceeding in class are a common scenario. Most teacher asking low
level questions and students answering with what they memorized the night before. Teacher deposited these
facts a day before and withdraws them the nest day. A perfect example of the banking system of education that
Paulo Freire is very much against as it does not make the learner reflect and connect what he/she was taught
to real life.

We have nothing against facts. But isolated facts no sense but become meaningful when seen in relation to
other facts. These facts when combined with other facts (with further questioning from the teacher) help the
learner see meaning and connection to his/her life. Example: the pupil learned that food is broken down into
small pieces, which is digested by the stomach and is absorbed by the intestine. To connect the facts, teacher
should ask more questions like:" What if the food is not chewed in the mouth, what happens to food in the
stomach and the stomach and to the stomach itself? What if the stomach fails to digest food from the mouth,
what happens to the food in the small intestines? Will the small intestines be able to absorb food?

Below are summaries of thoughts of education philosophers on what should be taught and how learners
should be taught.

A. John Locke (1632-1704): The Empiricist Educator

➤ Acquire knowledge about the world through the ➤ Simple ideas become more complex through
senses-learning by doing and by interacting with comparison, reflection and generalization-the
the environment inductive method
➤ Questioned the long traditional view that
knowledge came exclusively from literary sources,
particularly the Greek and Latin classics
➤ Opposed he "divine right of kings" theory which
held that the monarch had the right to be an
unquestioned and absolute ruler over his subjects
➤ Political order should be based upon a contract
between the people and the government
➤ Aristocrats are not destined by birth to rulers.
People were to establish their own government and
select their own political leaders from among
themselves; civic education is necessary

➤ People should be educated to govern

themselves intelligently and responsibly

Comments:

➤ For John Locke education is not acquisition of knowledge contained in the Great Books. It is learners
interacting with concrete experience, comparing and reflecting on the same concrete experience, comparing.
The learner is an active not a passive agent of his/her learning.

From the social dimension, education is seeing citizens participate actively and intelligently in establishing their
government and in choosing who will govern them from among themselves because they are convinced that
no one person is destined to be ruler forever.

B. Herbert Spencer (1820-1903): Utilitarian Education

➤ Spencer's concept of "survival of the fittest"
means that human development had gone through
an evolutionary series of stages from the simple to
the complex and from the uniform to the more
specialized kind of activity.
➤ Social development had taken place according
to an evolutionary process by which simple
homogenous societies had evolved to more
complex societal systems characterized with
humanistic and classical education
➤ Industrialized society require vocational and
professional education based on scientific and
practical (utilitarian) objectives rather than on the
very general educational goals associated with
humanistic and classical education
➤ Curriculum should emphasize the practical,
utilitarian and scientific subjects that helped human
kind master the environment
➤ Was not inclined to rote learning; schooling must
be related to life and to the activities needed to
earn a living.
➤ Curriculum must be arranged according to their
contribution to human survival and progress
➤ Science and other subjects that sustained
human life and prosperity should have curricular
priority since it aids in the performance of life
activities.
➤ Individual competition leads to social progress.
He who is fittest survives.

Comments

➤ To survive in complex society, Spencer favors specialized education over that of general education. We are
in need of social engineers who can combine harmoniously the findings of specialized knowledge. This is
particularly true in the field of medicine.

➤ The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence of
things, he becomes a man who knows more and more about less and less. We must be warned of the deadly
peril of over specialism. Of course, we do not prefer the other extreme, the superficial person who knows less
and less about more and more.

Spencer's Survival of the Fittest

He who is fittest survives. Individual competition leads to social progress. The competition in class is what
advocates of whole-child approach and Socio- emotional Learning (SEL) atmosphere negate. The whole child
approach a powerful tool for SELF-focused schools has as tenets-"each student learns in an environment that
is physically and emotionally safe for students and adults" and "each student has access to personalized
learning and is supported by qualified and caring adults"

C. John Dewey (1859-1952): Learning through Experience

➤ Education is a social process and so school is
intimately related to the society that it serves.
➤ Children are socially active human beings who
want to explore their environment and gain control
over it.
➤ The fund of knowledge of the human race-past
ideas, discoveries and inventions was to be used
as the material for dealing with problems. This
accumulated wisdom of cultural heritage has to be
tested. If it served human purposes, it becomes
part of a reconstructed experience.

➤ Education is a social process by which the
immature members of the group, especially the
children, are brought to participate in the society.
➤ The school is a special environment established
by members of society, for the purpose of
simplifying, purifying and integrating the social
experience of the group so that it can be
understood, examined and used by its children.
➤ The sole purpose of education is to contribute to
the personal and social growth of individuals.
➤ The steps of the scientific or reflective method
which are extremely important in Dewey's
educational theory are as follows:
- The learner has a "genuine situation of
experience"-involvement in an activity in which
he/she is interested, Within this experience the
learner has a "genuine problem" that stimulates
thinking.
- The learner develops possible and tentative
solutions that may solve the problem.
- The learner tests the solutions by applying them
to the problem. In this one way one discovers their
validity for oneself.
➤ The school is social, scientific and democratic.
The school introduces children to society and their
heritage. The school as miniature society is a
means of bringing children into social participation.
➤ The school is scientific in the sense that it is a
social laboratory in which children and youth could
test their ideas and values. In here, the learner
acquires the disposition and procedures associated
with scientific or reflective thinking and acting.
➤ The school is democratic because the learner is
free to test all ideas, beliefs and values. Cultural
heritage, customs and institutions are all subject to
critical inquiry, investigation and reconstruction.
➤ School should be used by all, it being a
democratic institution. No barrier of custom or
prejudice segregate people. People ought to work
together to solve common problems.
➤ The authoritarian or coercive style of
administration and teaching is out of place because
they block genuine inquiry and dialogue. Education
is a social activity and the school is a social agency
that helps shape human character and behavior.
➤ Values are relative but sharing, cooperation, and
democracy are significant human. values that
should be encouraged by schools.

Comments
1. The fund of Knowledge of the Human Race

➤ Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries and
inventions, our cultural heritage, will be used as the material for dealing with problems and so will be tested. If
they are of help, they become part of a reconstructed experience. This means that the ideal learner for Dewey
is not just one who can learn by doing, e.g., conduct an experiment but one who can connect accumulated
wisdom of the past to the present.
2. School are For the People and By the People

➤ Schools are democratic institutions where everyone regardless of age, ethnicity, social status is welcome
and is encouraged to participate in the democratic process of decision making. Learners and stakeholders'
practice and experience democracy in schools

D. George Counts (1889-1974): Building a New Social Order

➤ Education is not based on eternal truths but is

relative to a particular society living at a given time ➤ There is cultural lag between material progress
and place. and social institutions and ethical values.

➤ By allying themselves with groups that want to ➤ Instruction should incorporate a content of a
change society, schools should cope with social socially useful nature and problem- solving
change that arises from technology. methodology. Students are encouraged to work on
problems that have social significance.
➤ Schools become instrument for social
improvement rather than an agency for preserving
the status quo.
➤ Teachers should lead society rather than follow
it. Teachers are agents of change
➤ Teachers are called on to make important
choices in the controversial areas of economics,
politics and morality because if they failed to do so,
others would make the decisions for them.
➤ Schools ought to provide an education that
afford equal learning opportunities to all students

Comments:
1. Schools and Teachers as Agents

➤ For George Counts, schools and teachers should be agents of change. Schools are considered instruments
for social improvement rather than as agencies for preserving the status quo. Whatever change we work for
should always be change for the better not just change for the sake of the change.

➤ Teachers are called to make decisions on controversial issues not to make a decision is to actually making a
decision. Like Dewy, problem solving, should be the dominant method for instruction.
2. Lag Between Material Progress and Ethical Values

➤ Count asserts that there is a cultural lag between material progress and social institutions and ethical
values". Materials progress of humankind is very evident but moral and ethical development seem to have
lagged behind. A friend once wrote "The Egyptians had their horses. Modern man has his jets but today it is
still the same moral problems that plague humankind." Indeed, with science and technology, we have become
very powerful and yet powerless. We have conquered a number of diseases and even postponed death for
many, we have conquered aging, the planets, the seas but we have not conquered ourselves.

E. Theodore Brameld (1904-1987): Social Reconstructionism

are in control of their own destiny. In an era of

➤ Social reconstructionism emphasizes the
reformation of society.
➤ Humankind has yet to reconstruct its values in
order to catch up with the changes in the
technological order, and organized education has a
major role to play in reducing the gap between the
values of the culture and technology.
➤ Schools should critically examine presents
culture and resolve inconsistencies, controversies
and conflicts to build a new society not just change
society.
➤ Humankind is in a state of profound cultural
crisis. If schools reflect the dominant social values,
then organized education will merely transmit the
social ills that are symptoms of the pervasive
problems and afflictions that beset humankind.
➤ The only legitimate goal of a truly human
education is to create a world order in which people
nuclear weapons, the social reconstructionist see
an urgent need for society to reconstruct itself
before it destroys itself.
➤ Technological era is an era of interdependence
and so education must be international in scope for
global citizenship.
➤ For the social reconstructionist, education is
designed "to awaken students' consciousness
about social problems and to engage them actively
in problem solving".
➤ Social reconstructionists are firmly committed to
equality or equity in both society and education.
Barriers of socio-economic class and racial
discrimination should be eradicated.
They also emphasize the idea of an interdependent
world. The quality of life needs to be considered
and enhanced on a global basis.

Comments

➤ Like John Dewey and George Counts, social reconstructionist Brameld believe in active problem-solving as
the method of teaching and learning.
➤ Social reconstructionists are convinced that education is not a privilege of the few but a right to be enjoyed
by all.

➤ Education is a right that all citizens regardless of race and social status must enjoy.

F. Paulo Freire (1921-1997): Critical Pedagogy

Critical Pedagogy and Dialogue vs the Banking
Model of Education
➤ Paulo Freire, a critical theorist like social
reconstructionists, believes that systems must be
changed to overcome oppression and improve
human conditions.
consciousness, the development of awareness to
overcome domination and oppression.
➤ Rather than "teaching as banking in which the
educator deposits information into students' heads,
Freire saw teaching and learning as a process of
inquiry in which the child must invent and reinvent
the world.

➤ Education and literacy are the vehicle for social ➤ Teachers must not see themselves as the sole
change. In his view, humans must learn to resist possessors of knowledge and their students as
oppression and not become its victims, nor oppress empty receptacles. He calls this pedagogical
others. To do so requires dialogue and critical approach the "banking method of education".

A democratic relationship between the teacher and her students is necessary in order for the conscientization
process to at take place.

➤ Freire's critical pedagogy is problem-posing education. A central element of Freire's pedagogy is dialogue. It
is love and respect that allow us to engage people in dialogue and to discover ourselves in the process and
learn. from one another. By its nature, dialogue is not something that can be imposed. Instead, genuine
dialogue is characterized by respect of the parties involved toward one another. We develop a tolerant
sensibility during the dialogue process, and it is only way when we come to tolerate the points of view and
ways of being of others that we might be able to learn from them and about ourselves in the process. Dialogue
means the presence of equality, mutual recognition, affirmation of people, a sense of solidarity with people, and
remaining open to questions.

➤ Dialogue is the basis for critical and problem-posing pedagogy, as opposed to banking education, where
there is no discussion, only the imposition of the teacher's ideas on the students.

A. John Locke:
● Emphasizes learning through sensory
experiences and interaction with the
environment.
● Advocates for active learning and critical
thinking over passive acquisition of
knowledge.
● Supports the idea of self-governance and
civic education.
B. Herbert Spencer:
● Stresses the concept of "survival of the
fittest" and the evolutionary progression of
society.
● Favors specialized education tailored to
practical, utilitarian objectives.
● Believes in the importance of science and
subjects that sustain human life for
curricular priority.
C. John Dewey:
● Focuses on experiential learning and the
integration of education with social
experience.
● Emphasizes the scientific method and
reflective thinking in problem-solving.
● Advocates for democratic and inclusive
schooling where students engage in social
participation and critical inquiry.
D. George Counts:
● Highlights the need for education to address
social change and adapt to technological
advancements.
● Proposes schools as instruments for social
improvement rather than preservation of the
status quo.
● Calls for teachers to be agents of change
and make decisions on controversial issues.
E. Theodore Brameld:
● Advocates for social reconstructionism and
the reformation of society through
education.
● Emphasizes the examination of present
culture to resolve conflicts and build a new
society.
● Stresses the importance of global
citizenship and equity in education.
F. Paulo Freire:
● Critiques the banking model of education
and promotes critical pedagogy through
dialogue and inquiry.
● Rejects the idea of teachers as sole
possessors of knowledge and advocates for
a democratic relationship between teachers
and students.
Views education as a tool for social change and
liberation from oppression