PED 109
CHAPTER 2
HISTORICAL FOUNDATION
IN
EDUCATION
REPORTED BY: GROUP 2
Intended Learning Outcomes:
At the end of this Chapter, you should be able to:
• state the relationship of society and schools
• prove that schools transmit cultural values by
stating facts from education history in the world
and in the Philippines
• explain the meaning of socialization as a function
of schools
HISTORICAL FOUNDATION IN EDUCATION
Education or school is an institution created by society.
Education is a function of society and as such arises from the
nature and character of society itself. Society seeks to preserve
itself and to do this it maintains its functions and institutions, one of
which is education, to assure its survival, stability and convenience.
As John Dewey claimed, it is the school that "introduces and
trains each child of society into membership within such a little
community, saturating him with the spirit of service, and providing
him with the instruments of effective self-direction..." When schools
succeed to do this, in the words of Dewey "we shall have the
deepest and best guaranty of a larger society which is worthy,
harmonious, and lovely.
This is called the “socialization process”. Socialization is the "process of learning the
roles, statuses and values necessary for participation in social institutions. ..."
(Brinkerhoff, D., 1989)
• Socialization is a lifelong process.
It occurs primarily during early childhood but as we
progress from infancy to old age we shed old roles
and adopt new ones.
• Role learning that prepares us for future roles is
termed “anticipatory socialization.”
(Brinkerhoff, D., 1989) Because of anticipatory
socialization most of us are more or less prepared
for our future roles like spouse, parent, professional teacher.
The family is the most important agent of socialization. Psychology tells us
that the self-concept formed during childhood has lasting consequences.
Besides, "the parents' religion, social class and ethnicity influence the child's
social roles and self -concept which in turn influence the expectations that
others have for the child, and they determine the groups with which the child
will interact outside the family". (Brinkerhoff, D., 1989)
The school is also an important agent of 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. The next part of this Chapter is devoted to how schools
(formal or informal) did their task as agents of socialization in different periods of
history.
EDUCATION
IN
PRIMITIVE SOCIETY
EDUCATION IN PRIMITIVE SOCIETY
Brinkerhoof (1989) explains further:
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 and;
3) language.
EDUCATION IN PRIMITIVE SOCIETY
In Early humankind,
• found security in group life based on kinship and tribal patterns.
• Life in the human group was educational as children observed and learned from the elders and as
they were deliberately taught by their parents and elders.
For these cultural patterns to continue, the adults had to teach these skills and values to their
children. This is socialization, a function of education in society. Socialization is the process by which
individuals internalize the norms and values of society and so social and cultural continuity are
attained. This is also informal education in action.
KEY PERIODS
IN EDUCATIONAL
HISTORY
In primitive societies survival against natural forces was the need and so what were taught were
survival skills and values to cultivate group cohesiveness.
For the Athenian in ancient Greece, what mattered most in education was the rounded development
of every individual while for the Spartan it was the development of soldiers and military leaders.
For the early Romans, schools needed to develop a sense of civic responsibility and to develop
administrative and military skills as citizens of the Roman Empire.
For the ancient Arabic world where Islam rose the most important concern of education was to cultivate
religious commitment to Islamic beliefs.
During the Medieval period, schools were concerned with the development of religious commitment,
knowledge and ritual to establish order.
Renaissance period was a fervent period of European cultural, artistic, political and economic rebirth"
following the Middle Ages. Education was focused on the rediscovery of classical philosophy, literature
and art.
The Reformation period had as for its educational goals the cultivation of a sense of commitment to a
particular religious denomination and general literacy.
THE HISTORY
OF THE PHILIPPINE
EDUCATIONAL SYSTEM
EDUCATION DURING THE PRE-COLONIAL PERIOD
• Education was informal and unstructured,
• Fathers taught their sons how to look for food
and other means of livelihood.
• Mothers taught their girls to do the household
chores.
This education basically prepared their children
to become good husband and wives. Children
were provided more vocational training but
lesser academics.
• Teachers were tribal tutors (Babaylan or
Katalonan).
EDUCATION DURING THE SPANISH ERA
• Education was formal and organized. It was
authoritarian in nature.
• Tribal tutors of the pre-Spanish period were
replaced by Spanish missionaries.
• Pupils attended formal schooling in the
parochial school. Instruction was Religion-
oriented.
• Christian doctrines, sacred songs and music
and prayers were taught because they were
required for confession and communion.
• There was a separate school for boys and
girls.
• Wealthy Filipinos or the ilustrados were
accommodated in the schools.
EDUCATION DURING THE SPANISH ERA
THE EDUCATIONAL DECREE OF 1863
• This law gave Filipinos a complete system of education from elementary
to the collegiate level.
• The law provided for the establishment of the elementary schools in all
municipalities in the country.
• Although religion was the core of the curriculum, the curriculum included
subjects reading, writing, arithmetic, history Christian doctrine, Spanish
language, vocal music, agriculture for the boys and needlework for the
girls.
• Attendance in school was compulsory between the ages of seven and
twelve.
EDUCATION DURING THE AMERICAN REGIME (1898-1946)
• The Americans promoted democratic ideals
and the democratic way of life.
• The schools maintained by the Spaniards for
more than three centuries were closed but
were reopened on August 29, 1898 by the
Secretary of the Interior.
• A system of free and compulsory elementary
education was established by the Malolos
Constitution
• (Political Constitution of 1899). In May 1898, the
first American school was established in
Corregidor, and shortly after the capture of
Manila in 1899, seven schools were opened in
the city.
EDUCATION DURING THE AMERICAN REGIME (1898-1946)
• Training was done through the schools both
public and secular manned by Chaplains and
Military Officers of the US Army.
• Thomasites arrived in the Philippines on August
23, 1901. - The University of the Philippines was
founded in 1908. UP was the first state school
of university status.
• The Department of Public Instruction set up a
three level school system. The first level
considered a four-year primary and three-year
intermediate or seven-year elementary
curriculum. The second level was a four-year
junior college and later a four year program.
THE COMMONWEALTH PERIOD (1935-1942)
• Free education in public schools was provided all over the country, in accordance with the
1935 Constitution.
• Vocational education and some household activities like sewing, cooking, and farming were
also given importance. Education also emphasized nationalism so the students were taught
about the life of the Filipino heroes.
• Vocational education and some household activities were also given importance. Good
manners and discipline were also taught to the 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
JAPANESE OCCUPATION
Aims of education during Japanese occupation:
• Make the 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 of
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 R.A. 1079 in June 15, 1954.
• A daily flag ceremony was made compulsory in all
schools including the singing of the National Anthem
pursuant to R.A. 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 R.A. 4670
OTHER DEVELOPMENTS
- Integration of values in all learning areas
Incorporating ethical principles, moral standards and desirable character traits into the
teaching and learning process.
- Emphasis on mastery learning
An educational approach that focuses on ensuring all students achieve a high level of
understanding and proficiency in a subject before moving on to the next topic.
- YDT and CAT introduced as a new courses media of instruction-bilingual education policy:
The Policy on Bilingual Education aims at the achievement of competence in both Filipino
and English at the national level, through the teaching of both languages and their use as
media of instruction at all levels.
- Education act of 1982 created the ministry of education , culture and sports.
The Education Act of 1982 (Batas Pambansa Blg. 232) is a law that governs the Philippine
education system. The law established the rights and responsibilities of students, teachers,
and educational institutions.
- National College Entrance Examination (NCEE)
A test that was administered to high school graduates in the Philippines to determine their
eligibility for college admission.
-Executive Order No. 117
Reorganizes the Ministry of Education, Culture and Sports in the Philippines to improve
efficiency and effectiveness in the education sector, with the Minister overseeing the
formulation, implementation, and coordination of policies and programs, as well as the
supervision of all education institutions.
- Creation of the board for professional teachers
The Board is a collegial body that is under the supervision of the Professional Regulation
Commission (PRC). The Board is made up of five members who are appointed by the President
of the Philippines.
- Replacement of PBET (Professional board examination for teachers) to LET (Licensure
examination for teachers) and administering the Let from CSC and DECS to PRC.
It was signed on December 16, 1994 to institute the LET. It was a replacement of the PBET
and transferred the authority to conduct of such a national teaching profession qualifying
examination from the Civil Service Commission to the Professional Regulation Commission
(PRC).
-The Trifocal education system
refocused DECS' mandate to basic education which covers elementary, secondary and
nonformal education, including culture and sports.
-CHED is responsible for higher education. R.A. 7722 - Higher Education Act of 1994
-In August 2001, Republic Act 9155, 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 field offices
(regional offices, division offices, district offices and schools).
- Values Education is offered as a separate subject in NSEC and integrated in all
subject areas in both curricula Implementation of New Secondary Education
Curriculum (NSEC)
- R.A.10157 ,Jan 20, 2012 Kindergarten Act- an act institutionalizing the
kindergarten education into the basic education system.
- K to 12 Program (R.A 10533),
May 15, 2013 The K to 12 Program covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and
two years of Senior High School [SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and entrepreneurship.
VARIED GOALS OF EDUCATION IN DIFFERENT PHLIPPINE HISTORICAL PERIODS
• During the pre-colonial period, students were given vocational training but lesser
academics for them to be good fathers and mothers.
• During the Spanish period, schools focused on religious formation to help them live the
Christian faith.
• The American regime educated the Filipinos to become good citizens of a democratic
country while;
• the Japanese regime taught them love of labor.
• The post-colonial period educational system was devoted to the following goals:
1) foster love of country;
2) teach the duties of citizenship:
3) develop moral character self-discipline; and
4) scientific, technological and vocational efficiency.
• The present DepEd vision and mission statement and core values and the fourth mission
of the Commission on Higher Education add light to the present goals of Philippine
education. They are given below:
THE PRESENT GOALS OF PHILIPPINE EDUCATION ( CHED, DepEd)
The present DepEd vision and mission statement and core values and the fourth mission of
the Commission on Higher Education add light to the present goals of Philippine education.
They are given below:
• To produce thoughtful graduates imbued with
1) values reflective of a humanist orientation (e.g. fundamental respect for others as human
beings with intrinsic rights, cultural rootedness, avocation to serve;)
2) analytical and problem solving skills;
3) the ability to think things through the ethical and social implication of a given source of
action; and
4) the competency to learn continuously throughout life that will enable them to live
meaningfully in a complex, rapidly changing and globalized world while engaging (in) their
community and the nation's development issues and concern.- Commission on Higher
Education
THE IMPORTANCE
OF STUDYING HISTORY OF
EDUCATION
Why do we have to bother with the educational goals of the past which is past
and so we can no longer undo?
Dewey explains why a study of the history of education is valuable:
1. Educational issues and problems are often rooted in the past; the study of
educational history can help us to understand and solve today's problems,
2. Realistic effort to reform education begin 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 and
illuminates our present activities as teachers.
