Christ the King College

COLLEGE OF TEACHER EDUCATION

Calbayog City

Albien Chenore C. Rollo

BSE-2ENG
PROF ED 6 - THE TEACHER AND THE COMMUNITY, SCHOOL
CULTURE AND ORGANIZATIONAL LEADERSHIP

MODULE 2 – HISTORICAL FOUNDATION OF EDUCATION

ANALYSIS – LET’S ANALYZE

Answer the following questions:
[Link] is the function of schools according to John Dewey’s statement?
-John Dewey’s statement on the function of schools challenges us to rethink the
purpose of education in today’s world. Schools should be more than just places where
students acquire knowledge and skills; they should be vibrant communities where
students learn to think critically, engage with others, and contribute to the common
good. By embracing Dewey’s vision of education as a transformative and empowering
experience, we can create schools that inspire students to become lifelong learners,
thoughtful citizens, and agents of positive change in the world.

[Link] creates schools?

-The creation of schools is a collaborative effort that involves a diverse array of
individuals, organizations, and factors working together to establish and maintain these
vital institutions of learning. While governments, educational institutions, educators,
parents, students, and community members all play a role in creating schools, it is the
collective effort of these stakeholders that ultimately shapes the quality and
effectiveness of the educational experience for students. By recognizing the
contributions of all those involved in creating schools, we can better understand and
appreciate the complexities of the educational system and work towards creating
inclusive, equitable, and successful learning environments for all students.

[Link] is the relationship between schools and society?

-The relationship between schools and society is a dynamic and reciprocal one, with
each influencing and shaping the other. Schools reflect societal values, norms, and
inequalities, while also playing a crucial role in socializing individuals and shaping
societal change. It is essential for schools to be aware of their role in society and strive
to create an inclusive and equitable learning environment that prepares students to
engage with and contribute to a diverse and ever-changing world.

APPLICATION – LET’S APPLY

[Link] was the focus of education different for different groups of people in different
places and different periods in world history? What does this point to regarding of
schools and society?

-The varying focus of education for different groups of people in different places and
periods in history highlights the dynamic relationship between schools and society.
Education has been used as a means of social control, cultural preservation, economic
development, and individual empowerment throughout history. As societies evolve and
change, so too does the focus and purpose of education. Understanding this
relationship is crucial for shaping the future of education and society.

1. [Link] the different characteristics of the different periods in Philippine history, what
were the goals of education/ school during the:
2. Pre – colonial
 The goals of education schools during the pre-colonial era in the Philippines were
diverse and comprehensive. Education served as a means to prepare individuals for
their roles in society, contribute to the development of the community, and preserve the
knowledge and wisdom of their ancestors. By understanding the goals of education
schools in pre-colonial Philippines, we can gain insight into the values and priorities of
the society at that time and appreciate the importance of education in shaping the
cultural identity of the Filipino people.
3. Spanish period
The goals of education and schools during the Spanish period in the Philippines were
centered around the propagation of Catholicism, the maintenance of control over the
local population, and the promotion of Spanish culture and values. By understanding
these goals, we can gain insights into the motivations behind the education policies
implemented by the Spanish colonizers and the impact that these policies had on the
indigenous population. Education during the Spanish period served as a powerful tool
for colonization and cultural assimilation, shaping the course of Philippine history for
centuries to come.
4. American regime
The goals of education during the American regime in the Philippines were multi-faceted
and complex. While the colonial government sought to promote American values,
modernize Filipino society, and maintain control over the population, the impact of
American educational policies was not always positive. The emphasis on assimilation
and control led to the erasure of Filipino culture and identity, while the focus on
vocational education limited opportunities for intellectual and personal growth. Despite
these challenges, the legacy of American education in the Philippines continues to
influence the country’s educational system and society to this day.
5. Japanese regime
The goals of education and schools during the Japanese regime in the Philippines were
primarily focused on promoting Japanese nationalism, loyalty to the Emperor, and
vocational training for the war effort. The educational system was used as a tool for
indoctrination and propaganda, with the aim of legitimizing Japanese rule and
suppressing any form of resistance. The legacy of the Japanese occupation on the
Philippine educational system is a reminder of the power dynamics and complexities of
colonialism and imperialism.
6. Post – colonial period
The goals of education during the post-colonial period in the Philippines were
multifaceted and aimed at fostering national unity, social and economic development,
social justice, and critical citizenship. Schools played a crucial role in shaping the future
of the country and preparing the next generation of Filipinos to meet the challenges of
the modern world. The legacy of this period continues to shape the Philippine education
system to this day, as the country strives to build a more inclusive and equitable society.

7. [Link] equal access t quality education met during the:

8. Pre – colonial
Pre-colonial Philippines was a time of great innovation and progress in the realm of
education. The decentralized governance, oral tradition, and apprenticeship system all
contributed to the widespread availability of quality education for all members of society.
While there were limitations to this system, it is clear that equal access to education was
a fundamental aspect of pre-colonial Filipino society. By understanding and appreciating
the successes of the past, we can work towards building a more inclusive and equitable
education system for the future.
9. Spanish period
The Spanish authorities made efforts to provide education to the native population in the
Philippines during the colonial period, equal access to quality education was not met.
The language barrier, Eurocentric curriculum, and geographic disparities in educational
opportunities all contributed to the marginalization of the native population in the
education system. It is important for us to reflect on this history and work towards
creating a more inclusive and equitable education system in the Philippines today.
10. American regime
The American regime in the Philippines made strides in improving the educational
system and expanding access to schooling, the goal of achieving equal access to
quality education was not fully met. There were still significant barriers based on socio-
economic status, geographic location, and language proficiency that prevented many
 Filipinos from receiving a quality education. Moving forward, it is essential to address
these issues and work towards creating a more inclusive and equitable educational
system for all.
11. Japanese regime
The Japanese government made efforts to improve the education system in the
Philippines during their occupation, the promise of equal access to quality education
was not fully met. The emphasis on militaristic indoctrination, the lack of resources, and
the limited access to schooling for marginalized communities all contributed to the
shortcomings of the Japanese education system. It is important to remember the
complexities and nuances of this historical period when examining the impact of the
Japanese regime on education in the Philippines.
12. Post-colonial
Significant strides were made towards achieving equal access to quality education
during the post-colonial period in the Philippines, it is clear that the issue remains a
work in progress. The legacy of colonialism and the persistence of socio-economic
barriers have continued to hinder efforts to provide equal opportunities for all students to
receive a quality education. Moving forward, it is imperative for the government to
address these challenges comprehensively and implement policies that prioritize the
needs of marginalized communities in order to truly achieve equal access to quality
education for all Filipinos.

13. [Link] the Philippine educational system from pre-colonial to present given equal access
to quality, culture based and complete basic education? Or was it a privilege of a few?
Explain your answer.

Throughout history, the Philippine educational system has gone through various
changes and advancements, from the pre-colonial era to the present day. The question
of whether the educational system has provided equal access to quality, culture-based,
and complete basic education for all or if it has been a privilege of a few is a complex
and multifaceted issue that requires a comprehensive analysis.

In the pre-colonial era, education in the Philippines was primarily informal and
community-based, with knowledge and skills being passed down from generation to
generation through oral traditions and apprenticeships. While this system allowed for
the preservation of indigenous cultures and traditions, access to education was limited
to those within the community and often depended on social status and family
background. This resulted in a disparity in educational opportunities, with the elite and
ruling class having greater access to learning resources and opportunities compared to
the common people.

With the arrival of Spanish colonization in the 16 th century, the educational landscape in
the Philippines underwent significant changes. The Spanish colonial government
established a formal education system that was heavily influenced by Catholic
teachings and aimed to indoctrinate the native population with Spanish culture and
values. Education was primarily reserved for the elite and privileged classes, with the
majority of the population, particularly the indigenous peoples, having limited access to
formal schooling.

The American colonial period in the early 20 th century brought about further reforms to
the educational system in the Philippines, with the introduction of a more structured and
standardized curriculum based on Western ideals and principles. While the American
colonial government made efforts to expand access to education for all, disparities still
existed, particularly in rural areas and among marginalized communities.

In the post-independence era, the Philippine government has made strides towards
providing equal access to quality, culture-based, and complete basic education for all.
The implementation of the K-12 educational system in 2013 aimed to address gaps in
the curriculum and improve the quality of education across the country. Additionally, the
government has introduced programs and initiatives to promote inclusive and equitable
education, such as the Pantawid Pamilyang Pilipino Program (4Ps) and the Alternative
Learning System (ALS), which target marginalized and disadvantaged groups.
 However, despite these efforts, challenges remain in ensuring equal access to quality
education for all in the Philippines. Issues such as inadequate funding, lack of
infrastructure, teacher shortages, and geographical barriers continue to hinder the
delivery of education to remote and underserved areas. Additionally, socio-economic
factors, such as poverty and inequality, play a significant role in determining who has
access to quality education in the country.

In conclusion, while the Philippine educational system has made progress in providing
equal access to quality, culture-based, and complete basic education for all, there are
still barriers and challenges that need to be addressed. The historical legacy of
colonialism and social inequalities have shaped the educational landscape in the
Philippines, making it a privilege for some and a challenge for others to access quality
education. Moving forward, it is crucial for the government and stakeholders to work
towards creating a more inclusive and equitable educational system that ensures every
Filipino has the opportunity to receive a comprehensive and culturally relevant
education.

14. [Link] does job-skills mismatch about the relevance of schools to present society? Are
schools effective agents of socialization in preparing Filipino graduates for their job
roles?

In the fast-paced and ever-evolving landscape of the modern workforce, the concept of
job skills mismatch has become a pressing issue that demands attention and scrutiny.
The term refers to the disparity between the skills possessed by job seekers and the
skills required by employers in the labor market. This disconnect has significant
implications for the relevance of schools in present society and raises questions about
the effectiveness of educational institutions in preparing Filipino graduates for their
future job roles.

At its core, job skills mismatch underscores the need for a more dynamic and
responsive education system that can adapt to the changing demands of the labor
market. Schools play a crucial role in shaping the skills, knowledge, and attitudes of
students, ultimately preparing them for the challenges of the workforce. However, if
graduates are entering the job market with skills that are outdated or irrelevant, it calls
into question the effectiveness of schools as agents of socialization.

One of the key reasons for job skills mismatch is the rapid pace of technological
advancements and the shifting nature of industries. As new technologies emerge and
industries evolve, the skills required by employers are constantly changing. Schools
must keep up with these changes and equip students with the skills that will make them
competitive in the job market. This requires a curriculum that is flexible, forward-
thinking, and aligned with the needs of employers.

Moreover, job skills mismatch also highlights the importance of practical, hands-on
learning experiences in schools. Traditional classroom-based education is essential, but
it must be supplemented with opportunities for students to apply their knowledge in real-
world settings. Internships, apprenticeships, and other forms of experiential learning can
bridge the gap between theory and practice, giving students the chance to develop the
skills that employers are looking for.

In the context of the Philippines, where job skills mismatch is a prevalent issue, schools
must prioritize the development of skills that are in high demand in the labor market.
This means focusing on areas such as technology, digital literacy, communication,
problem-solving, and critical thinking. By equipping students with these skills, schools
can better prepare them for the challenges they will face in their future job roles.

In conclusion, job skills mismatch serves as a wake-up call for schools to reevaluate
their role in preparing students for the workforce. It underscores the need for a more
responsive and dynamic education system that can adapt to the changing demands of
the labor market. By prioritizing practical, hands-on learning experiences and focusing
on the development of relevant skills, schools can better prepare Filipino graduates for
their job roles and ensure their success in the modern workforce.
15. [Link] the survival skills taught in primitive societies suffice for the citizens of a 21”
century world?

In the fast-paced and ever-changing world of the 21 st century, the question of whether
the survival skills taught in primitive societies are still relevant is a topic of much debate.
On one hand, the skills and knowledge passed down through generations in primitive
societies have allowed communities to thrive in harsh and unpredictable environments
for centuries. On the other hand, the challenges faced by modern citizens are vastly
different from those faced by our ancestors, with technology, globalization, and climate
change shaping our world in ways that were unimaginable to those living in primitive
societies. In this essay, I will explore the relevance of primitive survival skills in today’s
world and argue that while some skills may still be useful, they are not sufficient for
modern citizens to thrive.

One of the key survival skills taught in primitive societies is the ability to hunt and gather
food. This skill was essential for the survival of early humans, who relied on their
knowledge of plants, animals, and the environment to secure their next meal. While
hunting and gathering skills may still be useful in certain situations, such as in remote or
wilderness areas, they are not necessary for the majority of citizens in the 21st century.
With the advent of agriculture and modern food production methods, most people no
longer need to rely on hunting and gathering for sustenance. In fact, many people in
developed countries have easy access to a wide variety of food options, making the
need for traditional hunting and gathering skills obsolete.

Another primitive survival skill is the ability to build shelter. In primitive societies, people
would use natural materials such as wood, leaves, and animal hides to construct
temporary shelters that provided protection from the elements. While the ability to build
shelter is still important in emergency situations or for those living in remote areas, most
people in the modern world have access to sturdy and secure housing that is built to
withstand various weather conditions. In addition, advances in architecture and
construction have made it possible to build highly efficient and sustainable homes that
provide comfort and safety for occupants. Therefore, while the basic principles of
shelter-building may still be relevant, the specific techniques used by primitive societies
may not be necessary for modern citizens.

One survival skill that is still highly relevant in today’s world is the ability to make fire.
Fire was a crucial tool for early humans, allowing them to cook food, stay warm, and
ward off predators. In the modern world, the ability to make fire is still important for
outdoor enthusiasts, survivalists, and emergency preparedness. While most people in
developed countries may not need to make fire on a daily basis, knowing how to start a
fire can be a lifesaving skill in certain situations. Additionally, fire-making techniques
taught in primitive societies can be adapted and combined with modern tools and
methods to create fire in a variety of conditions.

In conclusion, while some survival skills taught in primitive societies may still be relevant
in the 21st century, they are not sufficient for modern citizens to thrive. The challenges
faced by people today are vastly different from those faced by our ancestors, and the
skills and knowledge needed to navigate the complexities of the modern world are
constantly evolving. While the basic principles of survival, such as food, shelter, and fire,
remain important, they must be adapted and supplemented with modern knowledge and
technology in order to truly prepare citizens for the challenges of the 21 st century. By
combining the wisdom of our ancestors with the innovations of today, we can create a
more resilient and adaptable society that is prepared to face whatever the future may
bring.

Let’s check for Understanding!

1. [Link] not more than two sentences, state the relationship of society and schools.

The relationship between society and schools is complex and intertwined, as schools
are a reflection of the values, beliefs, and norms of the society in which they exist.
 Schools play a crucial role in shaping and molding the future members of society, while
also being influenced by societal demands and expectations.

2. [Link] is meant by socialization as a function of schools?

Socialization as a function of schools is a complex and multifaceted process that plays a

vital role in shaping students’ social and emotional development. By providing students
with a supportive and inclusive learning environment, schools can help cultivate the
skills, attitudes, and behaviors necessary for success in an increasingly interconnected
and diverse world. As educators, parents, and policymakers, it is essential that we
recognize the importance of socialization in schools and work together to create
nurturing and empowering learning environments that foster the holistic development of
all students.

3. [Link] school change the socializing effect of an family, the primary agent of
socialization? Can an excellent school undo the socializing effect of an extremely
deprived home?

The family remains a powerful force in socialization, schools have the potential to shape
and influence individuals in profound ways. A high-quality school can provide a
counterbalance to the socializing effect of an extremely deprived home, offering support,
resources, and opportunities for growth that may not be available within the family unit.
By recognizing the importance of education in socialization and investing in quality
schools, we can help create a more equitable and nurturing environment for all
students, regardless of their background.

4. [Link] the Philippines, was education a privilege enjoyed by all Filipinos since the pre-
colonial period? Why or why not?

It cannot be said that education was a privilege enjoyed by all Filipinos since the pre-
colonial period. While there were efforts made to provide education to the masses,
structural barriers such as economic inequality and social class have historically
prevented many Filipinos from accessing quality education. It is crucial for policymakers
to address these barriers and work towards providing equal educational opportunities
for all Filipinos, regardless of their background or socioeconomic status. Only then can
education truly be considered a privilege enjoyed by all in the Philippines.

5. [Link] the national college entrance examination (NCEE) in support of equal access to
quality education? Why was it abolished? When it did exactly? What was Filipinos then
wanted?

The NCEE was initially implemented in support of equal access to quality education, its
abolition in 1994 reflected a shift in educational priorities towards a more student-
centered and holistic approach. The decision to abolish the exam was driven by a
desire to promote a more inclusive and supportive educational system that would
empower all students to reach their full potential. Filipinos at the time of the abolition of
the NCEE wanted a more holistic and inclusive approach to education that would allow
students to develop their talents and skills in a supportive and nurturing environment.
They called for reforms that would prioritize the overall well-being and growth of
students, rather than focusing solely on academic performance.

Let’s Reflect

1. [Link] college education be for all? Or should it be given only to those who are
intellectually capable of college education? Isn’t giving access to college education for
one who is not intellectually capable a waste of time and resources?

I believe that education should be for all individuals, regardless of their intellectual
capabilities. By providing access to education for everyone, we are creating a more
diverse and inclusive society, promoting equality, and investing in the future. Education
is a fundamental right that should not be limited based on intelligence, and by giving
 everyone the opportunity to pursue higher education, we are empowering individuals to
reach their full potential and make a positive impact on the world.

Was that not the very purpose of the National College Entrance Examination then to
redirect to techvoc courses those who are not capable of a college course?

The national college entrance examination may play a role in guiding students towards
techvoc courses if they are not capable of pursuing a traditional college course, it is
important to understand that the purpose of the exam is much broader. The exam is
designed to assess a student’s overall academic readiness for higher education and
help them make informed decisions about their future. Techvoc courses should not be
viewed as a last resort for students who are not academically inclined, but rather as a
valuable and viable pathway to a successful career.

2. [Link] we bring back the NCEE? Why or why not?

The reintroduction of the NCEE is a complex and contentious issue that requires careful
consideration of its potential benefits and drawbacks. While standardized tests like the
NCEE may offer a fair and objective way to evaluate students’ academic abilities, they
also come with significant challenges and limitations. Ultimately, any decision to bring
back the NCEE should be made with a thorough understanding of its implications for
students, educators, and society as a whole.

3. [Link] the development in Philippine education in the post-colonial period, which to you is
important?

The developments in Philippine education in the post-colonial era have been significant
and far-reaching. From expanding access to education, promoting bilingualism, and
introducing new teaching methods, to improving the quality of education and addressing
issues of equity, the Philippines has made great strides in its education system since
gaining independence. Moving forward, it will be crucial for the government to continue
to prioritize education and invest in the future of Filipino students, to ensure that they
are prepared to meet the challenges of the 21st century.

Taking it to the Net

1. [Link] law made tertiary education free? Is the tertiary education in other country is
also free, or only in the Philippines?

The Universal Access to Quality Tertiary Education Act, officially designated as Republic
Act 10931, is a Philippine law that institutionalizes free tuition and exemption from other
fees in state universities and colleges (SUCs), and local universities and colleges
(LUCs) in the Philippines. In many countries around the world, tertiary education is not
free like it is in the Philippines. The cost of higher education can be a significant burden
for students and their families, leading to financial strain and even debt. Free education
can increase access and equity, it also comes with its own set of challenges.
Conversely, a system of paid education can ensure that individuals bear the cost of their
education, but it can also create barriers for students from low-income backgrounds.
Ultimately, the best approach to tertiary education funding may lie somewhere in
between, with a combination of government funding and individual contributions. As we
continue to debate this issue, it is important to consider the needs of students and
society as a whole in order to create a fair and sustainable system of higher education.

2. [Link] skills are taught to the primitive society. Are these, life skills for primitive society
the same life skills for the 21st century?

Life skills have been taught in primitive societies for centuries, the skills needed in the
21st century have evolved to meet the demands of a rapidly changing world. While
survival skills and community values are still important, modern life skills now
encompass a broader range of abilities, including adaptability, self-awareness, and
digital literacy. As individuals navigate the complexities of the modern world, the ability
to master these skills will be crucial for success and well-being.