Historical

foundation
OF THE CURRICULUM
Why we need study the history of
education?
• It is the stairway to the giant’s shoulders from which the teacher
gets a clear view of past achievements and a view of the unexplored
region ahead.

• It is the logbook in which is kept the record of educational

progress humanity has thus far made, and of our present
position.
 ANCIENT!
GOAL OF EDUCATION:

Human satisfaction through work; religious security;

compliance with tradition
CONTENT OF EDUCATION:

Training in responsibilities necessary to satisfy basic

family needs, food, shelter, religion, tribal traditions, and
ceremonials.
 Asiatic!
GOAL OF EDUCATION:

Preservation of traditional duties; protection and preservation of

caste and class system; development of nationalist ideals;
development of militaristic spirit; training for war; study of the
citizen.
CONTENT OF EDUCATION:

Vocational duties and responsibilities; Religious

training for the ruling classes; training for religious
leadership; military sports, skills and tactics. .
 Jewish!
GOAL OF EDUCATION:

Religiousness and holy righteousness;

vocational and professional training.
CONTENT OF EDUCATION:

Study of Jewish or Mosaic law; reading history,

music, handwriting and mathematics.
 Greek!
GOAL OF EDUCATION:

Development of aesthetic appreciation and ability, understanding of

basic philosophy; civic understanding; creative personality;
development of the intellect or the aim of “wisdom”; importance of
training in courage, bravery and physical skills.
CONTENT OF EDUCATION:

Reading, writing, arithmetic, grammar, philosophy,

music, physical education, art, history and law.
 Roman!
GOAL OF EDUCATION:

Training skilled warriors, development of courage, bravery, and

the intellect, importance of nationalism; civic and vocational
training.
CONTENT OF EDUCATION:

Reading, writing, arithmetic, history, military

science, grammar, music and law
 Christian!
GOAL OF EDUCATION:

Morality and religious development; temperance; brotherhood of

men; purity of soul, conversion to the faith, and service to God;
entrance to heaven and life after death
CONTENT OF EDUCATION:

Morals and religion; literature; grammar and

philosophy
 Medieval!
GOAL OF EDUCATION:

Moral discipline; renunciation of worldly things; spiritual

growth; chastity; poverty; obedience; surrender of family;
political and social relationship
CONTENT OF EDUCATION:

The trivium; grammar rhetoric and dialectic; the

quadrivium; arithmetic, geometry, astronomy, and
music; in addition, reading of written composition,
church laws and canons
 Later Middle Ages!
GOAL OF EDUCATION:

Training for a livelihood; vocational education,

preparation of individuals to develop and carry-on trade,
manufacturing and commerce
CONTENT OF EDUCATION:

Arithmetic; reading; bookkeeping; religion;

handwriting and law.
 Contemporary Period!
GOAL OF EDUCATION:

Education and training for social and personal

responsibility
CONTENT OF EDUCATION:

Sciences, humanities; vocational and technical

education
The Philippine educational system came from various
foreign influences. This can be traced back to our glorious
history. Of all foreign educational systems, the American
educational system has the greatest influence in our
curriculum.
 t h e m ?
u k n o w
Di d y o
 t h e m ?
u k n o w
Di d y o
 Franklin Bobbit

• Started the curriculum development

movement.

• Curriculum as a science that emphasized on

students’ needs.

• Curriculum prepares learners for the adult

life.

• Objectives and activities grouped together

when task are clarified.
 Werret Charters

• Like Bobbit, curriculum is science and

emphasizes students’ needs.

• Objectives and activities should match. Subject

matter or content relates to the objectives.

• Subject matter and activities are planned by the

teacher.
 William Kilpatrick

• Curricula are purposeful activities which are

child-centered.

• The purpose of the curriculum in child

development and growth. The project method
was introduced by Kilpatrick where the teacher
and student plan the activities.

• The curriculum develops social relationships and

small group instruction
 Harold Rugg

• To Rugg, curriculum should develop the

whole child. It is child-centered.

• With the statement of objectives and related

learning activities, curriculum should
produce outcomes.

• Harold Rugg emphasized social studies and

the teacher plans curriculum in advance
 Hollis Caswell

• Saw curriculum as organized around social

functions of themes, organized knowledge and
learner’s interest.

• Believed that curriculum, instruction and

learning are interrelated.

• Curriculum is a set of experiences. Subject

matter is developed around social functions and
learners’ interests.
 Ralph Tyler

• As one of the hallmarks of curriculum, Tyler

believes that curriculum is a science and
extension of school’s philosophy. It is based in
students’ need and interest.

• To Tyler, curriculum is always related to

instruction. Subject matter is organized in terms
of knowledge, skills and values
 Ralph Tyler

• The process emphasizes problem solving. The

curriculum aims to educate generalists and not
specialists.
 Hilda Taba

• Contributed to the theoretical and pedagogical

foundations of concepts development and
critical thinking in social studies curriculum.

• Helped lay the foundation for diverse student

population.
 Peter Oliva

• Described how curriculum change is

cooperative endeavor.

• Teachers and curriculum specialist constitute

the professional core of planners.

• Significant improvement through group

activity.
• Before the Philippines attained complete independence in
1946, the country's education system was patterned on the
systems of Spain and the United States--countries that
colonized and governed the country for more than three
hundred years. However, after independence, the country's
educational system has constantly undergone reform
 Pre-Colonial Period

• During the pre-colonial period, most children were provided with

solely vocational training, which was supervised by parents,
tribal tutors or those assigned for specific, specialized roles
within their communities (for example, the babaylan).
 Spanish Period

• Formal education was brought to the Philippines by the

Spaniards, which was conducted mostly by religious orders.
Upon learning the local languages and writing systems, they
began teaching Christianity, the Spanish language, and Spanish
culture.
 First Republic

• The defeat of Spain following the Spanish-American War led to

the short-lived Philippine Independence movement, which
established the insurgent First Philippine Republic. The schools
maintained by Spain for more than three centuries were closed
briefly, but were reopened on August 29, 1898 by the Secretary
of Interior.
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