Historical

Foundation of
Education

Prepared by:
Justine Raymundo, LPT
MAED – EDUCATIONAL MANAGEMENT
OBJECTIVES:
1. Trace the historical development of education from
ancient to modern times;

2. Cite the contributions of the different periods; and

3. Discuss the implementation of the different historical

movements as they influenced the shaping of the
Philippine education.
A. Ancient to Roman Education
• Primitive Education
• Egyptian Education
• Greek Education
• Roman Education
B. Medieval Education
C. The Renaissance to the Age of Naturalism in
Education
D. Naturalism to the 20th Century
E. Historical Foundations of Education in the
Philippines
A. PRIMITIVE EDUCATION
CHARACTERISTICS OF PRIMITIVE CULTURE
• Primitive culture was relatively simple.
• Relatively narrow social and cultural contacts
• The organization of primitive life was tribal, not political.
• Absence of reading and writing.
AIMS OF EDUCATION
• Security
• Conformity
• Preservation and transmission of traditions
TYPES OF EDUCATION
• Practical
• Theoretical
B. EGYPTIAN EDUCATION
CHARACTERISTICS OF EGYPTIAN CULTURE
• Egyptian culture was dependent on the activity of the Nile.
• Advance agriculture
• Used astronomy to predict rain.
• Education became a means to preserve the status quo.
AIMS OF EDUCATION
• Cultural
• Utilitarian
TYPES OF EDUCATION
• Domestic training
• Religious and vocational-professional
C. GREEK EDUCATION
CHARACTERISTICS OF GREEK CULTURE
• The Greeks are a mixture of the Aryan and Germanic people,
two great races. But because of the presence of natural
barriers such as mountain and bodies of water, they lived in
tribal isolation and developed differences.
• The Greek cities were totalitarian states.
• Marriage was duty to the state and a matter of religion and
patriotism.
• To fulfill the duties of citizenship was the chief essential of
Greek morality.
• There were many Greek city-state but two of them rose above
all others. These were Sparta and Athens.
 SPARTAN EDUCATION
CHARACTERISTICS OF SPARTAN CULTURE
• Spartans were conquerors.
• Spartan education was based upon the laws of Lycurgus.
• Public authorities decided whether marriage should be sanctioned or
forbidden; and the children belonged to the state, not to the parents.
• Every man was father and school master to every Spartan boy.
AIMS OF EDUCATION
• Train powerful bodies of soldiers making the state perpetually military camp.
• Develop a nation of unequaled military skill with citizens absolutely devoted
to the state.
TYPES OF EDUCATION
• Physical education
• Military training
• Moral Training
• Reading and writing are taught to a very limited extend.
 ATHENIAN EDUCATION
CHARACTERISTICS OF ATHENIAN CULTURE
• Ancient Athens was the leading cultural center of the Greek
world.
• Many of the most gifted writers of Greece lived there. They
wrote works of drama, history, lyric poetry and philosophy
that have influenced literature up to the present time.
• Exercises true democracy unlike Sparta which was founded
on slave economy.
• The social scale was simple.
 ATHENIAN EDUCATION
AIM OF EDUCATION
• Develop individual excellence

TYPES OF EDUCATION
• Civic training
 Physical training
 Moral training
 Intellectual training
• Music, poetry, and dancing were taught to develop
personality
D. ROMAN EDUCATION
CHARACTERISTICS OF ROMAN CULTURE
• The Romans were practical, pragmatic people who absorbed
themselves in the successful management of their everyday
affairs.
• Roman language became the instrument of commerce.
AIMS OF EDUCATION
• Development of vir bonus
• Linguistic facility and perfection in public speaking and
debate
TYPES OF EDUCATION
• Practical training
• Vocational education
• Intellectual training
 SUMMARY
• Security was the basic aim of primitive education since the basic
problem of the primitive people was survival for themselves and
their families in the midst of the forces of nature and hostile
spirits.
• For children to learn, they had to observe, imitate, receive
individual instruction and try out for themselves.
 MEDIEVAL EDUCATION
• Represented a period which was presumably oriented toward
the religious nature of man living in this world but destined
for another.
• The Catholic Church was a dominant institution.
• Due to the confused cultural and political situation in the
early part of this period, education suffered a setback.
• Classical learning had come back into Europe through the
Moslems and was eventually picked up by Thomas Aquinas.
• Aside from a few private schools, it was the churches which
were important to education.
• There was a chivalric education of the feudalistic system and
the guild education of the craftsmen.
The Renaissance to the Age of Naturalism
in Education

• Humanist education had two distinct phases: individual

humanism and social humanism.
• The Reformation during the 16th century was intended to
correct the abuses in the Roman Catholic church.
• The central purpose was to prepare boys and girls to be
good Christians and devout adherents.
• The realists proposed a type of education which
prepared the youth for the actualities of life.
Naturalism to the 20th Century
• Naturalism was one of the most influential movements
of the 18th century which affected educational theories in
the next two centuries. It emphasized the rights of the
individual and rejected absolute authority of the state as
well as the dogmatic authority of the church.

• Education in the 19th century was primarily the history

of the development of the national system in various
countries. (US – “ladder” system)
• Public schools became universal, free, compulsory, and
non-sectarian.

• Early in the 20th century, the spirit of scientific inquiry

and experimentation influenced the thinking of
educators and made contributions to educational
progress.
 Historical
Foundations of
Education in the
Philippines
Philippine Educational System
• Pre-Spanish Period
• Spanish Period
• American Period
• Japanese Period
• Present Educational System
 Pre- Spanish Period
• The type of education is informal and unstructured
• The home serves as their school
• The parents serve as their teachers
• Focused more on vocational than academics
• tribal tutors (for example, the babaylan)
• most communities, stories, songs, poetry, dances, medicinal
practices and advice regarding all sorts of community life issues
were passed from generation to generation mostly through oral
tradition
• Some communities utilized a writing system known as baybayin
• Alibata - composed of 17 symbols representing the letters of the
alphabet.
 Spanish Period
• education was formal
• established schools from the primary level to the tertiary level
of education.
• focused on the Christian Doctrines
• separate school for boys (colegios) and girls (beaterio)
• Ilustrados were accommodated in the schools
• missionary teachers (friars) replaced the tribal tutors
• Catholic doctrine schools that were set up initially became
parochial schools which taught reading and writing along with
catechism.
• Education Decree of 1863 - mandated the establishment of free
primary schools in each town, one for boys and one for girls
• There were 3 grades: entrada, acenso, and termino

• The curriculum required the study of Christian doctrine,

values and history as well as reading and writing in Spanish,
mathematics, agriculture, etiquette, singing, world geography,
and Spanish history. Girls were also taught sewing.

• The Normal School, run by the Jesuits, was also established

which gave men the opportunity to study a three-year teacher
education for the primary level. Normal schools for women
teachers were not established until 1875, in Nueva Caceres.
 American Period
• Formal structured and existence of an educational system
• 1899 - more schools were opened, this time, with 24 English-
language teachers and 4500 students
• Act No. 74 - a highly centralized, experimental public school
system was installed in 1901 by the Philippine Commission.
Between 1901 and 1902 – Philippine Commission authorized
the Secretary of Public Instruction to bring more than 1,000
teachers from the United States, who were called the
Thomasites, to the Philippines.
• The same law established the Philippine Normal School (now
the Philippine Normal University) to train aspiring Filipino
teachers.
 Japanese Period
• Prescribed, uniform, centralized
• learn and adopt Nippongo and stop using the English
language
• Spread of elementary and vocational education.
• raise morality
• stop depending on western countries like the U.S., and Great
Britain. Promote and enrich the Filipino culture.
• recognize that the Philippines is a part of the Greater East
Asia Co-Prosperity Sphere so that the Philippines and Japan
will have good relations.
 The Present Educational System in
the Philippines

• was patterned to the educational systems of SPAIN and of the

UNITED STATES.
• Elementary and high school is compulsory which is
administered by the DEPARTMENT OF EDUCATION
• Managed and regulated by the:
1. Department of Education (DepEd)
2. Commission on Higher Education (CHED)
3. Technical Education and Skills Development Authority (TESDA)
• DepEd is responsible for the K–12 basic education; it
exercises full and exclusive control over public schools and
nominal regulation over private schools, and it also enforces
the national curriculum.
• 2010 - Senator Benigno Aquino III expressed his desire to
implement the K–12 basic education cycle to increase the
number of years of compulsory education to thirteen years.

• May 15, 2013 - In a historic moment for advocates of

educational equity, President Benigno Aquino III approved
Republic Act (RA) 10533, signing into law the K+12
program
REFERENCE:
 Foundations of Education II
(Historical, Philosophical, and Legal Foundations of Education)
Third Edition
Katha Punblishing Co., Inc.
Rosalinda A. San Mateo
Maura G. Tangco