Historical Foundation on

Education
 Learning Outcomes:

At the end of this Chapter, you should be able

to:
1. State the relationship of society and schools.
2. Prove that schools transmit cultural values
by stating facts from education history in the
world and in the Philippines.
3. Explain the meaning of socialization as a
function of schools.
 Activity

“When a school 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, we
shall have the deepest and best guaranty of a
larger society which is worthy, lovely, and
harmonious.”
- John Dewey
 Analysis

Answer the following questions:

1. What is the function of schools according to

John Dewey’s statement?
2. Who creates schools?
3. What is the relationship between schools
and society?
 Abstraction

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.
 Abstraction

For society to maintain its survival, stability and

convenience, it maintains its functions and
institutions, one of which is education.
 Abstraction

Socialization is the “process of learning the

roles, statuses and values necessary for
participation in social institutions…”
(Brinkerhoff, 1989)

Anticipatory socialization – pertains to role

learning that prepares us for future roles.
 Abstraction

The family is the most important agent of

socialization. The self-concept formed during
childhood has lasting consequences. The
parents’ religion, social class and ethnicity
influence the child’s social roles and self-
concept.
 Abstraction

The school is also an important agent of

socialization. It is charged by society to
impart specific knowledge and skills
necessary for functioning in a society as well
as the transmission of society’s cultural
values.
 Education in Primitive Society

• Preliterate persons faced the problem of

survival.
• They 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

• For cultural patterns to continue, 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.
 Points of Emphasis on Education in
History

Primitive societies – Survival against natural

forces was the need and so what was taught
were survival skills and values to cultivate
group cohesiveness.
Greek – 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.
 Points of Emphasis on Education in
History

Romans – Schools needed to develop a sense of

civic responsibility and to develop
administrative and military skills as citizens of
the Roman Empire.
Arabic – The most important concern of
education was to cultivate religious
commitment to Islamic beliefs.
 Points of Emphasis on Education in
History

Medieval – Schools were concerned with the

development of religious commitment,
knowledge and ritual to establish order.

Renaissance – Education was focused on the

rediscovery of classical philosophy, literature
and art.
 Points of Emphasis on Education in
History

Reformation – The cultivation of a sense of

commitment to a particular religious
denomination and general literacy.
The History of the Philippine
Educational System
 Pre-colonial Period

• Education was informal, unstructured &

decentralized.
• It basically prepared children to become good
husbands & wives.
• Children were provided more vocational
training but lesser academics.
• Teachers were tribal tutors.
 The Spanish Era

• Education was formal, organized &

authoritarian in nature.
• Instruction was Religion-oriented.
• Teachers were Spanish missionaries.
• Pupils attend formal schooling in the
parochial school.
• There were separate school for boys & girls.
 History of the Phil. Educational System

The Educational Decree of 1863

• This law gave Filipinos a complete system of
education from elementary to the collegiate
level.
• Attendance in school was compulsory
between the ages of seven and twelve.
• Aside from religion, the curriculum included
reading, writing, arithmetic, Spanish
language, among others.
 American Regime (1898-1946)

• Democratic ideals and the democratic way of

life were promoted.
• A system of free & compulsory elementary
education was established by the Malolos
Constitution.
• Training was done through the schools both
public & secular manned by Chaplains &
military officers of the US Army.
 American Regime

• Thomasites arrived in the Philippines on Aug.

23, 1901. UP was founded in 1908. It was the
first state school of university status.
 The Commonwealth Period (1935-1942)

 Free education was provided all over the

country, in accordance with the 1935
Constitution.
 Vocational education & some household
activities like sewing, cooking & farming were
given importance.
 Education emphasized nationalism.
 The Commonwealth Period

 Good manners & discipline were taught to

the students.
 The institute of private education was
established.
 Formal adult education started.
 The Commonwealth Period

 Executive Order No. 134 was signed by Pres.

Manuel L. Quezon designating Tagalog as the
National Language.
 Executive Order No. 217 otherwise known as
the Quezon Code of Ethics was taught in
schools.
 Executive Order No. 263 required the
teaching of Filipino in the senior high schools.
 The Commonwealth Period

The Education Act of 1940 provided for the ff.

 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
enrolled in Grade 1
 The Japanese Occupation

Aims of Education:
 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 & Great
Britain
 The Japanese Occupation

Aims of Education:
 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 &
promotion of vocational education
 The Japanese Occupation

Aims of Education:
 Striving for the use of the Japanese language
& the termination of the use of English in
schools
 Developing in people the love of labor
 Post-colonial Philippines

 Education aimed at the full realization of the

democratic ideals and way of life.
 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 in June
11, 1955.
 Post-colonial Philippines

 Curricular offerings in all schools included in

all levels the life, works & writings of Jose
Rizal especially Noli Me Tangere & El
Filibusterismo.
 Elementary education was nationalized &
matriculation fee were abolished.
 Magna Carta for Teachers was passed into
law by virtue of RA 4670.
 Post-colonial Philippines

The fundamental aims of education in the 1973

Constitution are:
 Foster love of country
 Teach the duties of citizenship
 Develop moral character, self-discipline and
scientific, technological & vocational
efficiency
 Other Developments

 Integration of values in all learning areas

 YDT & CAT were introduced as new courses
 Media of Instruction – Bilingual Education
Policy
 Education Act of 1982 – created the Ministry
of Education, Culture & Sports
 National College Entrance Examination
(NCEE) was introduced in 1987
 Other Developments

 Replacement of PBET by LET (Licensure

Examination for Teachers)
 Trifocalization of Education System
 Other Developments

 The trifocal education system refocused

DECS’ mandate to basic education which
covers elementary, secondary & nonformal
education, including culture & sports.
 Other Developments

 TESDA now administers the post-secondary,

middle-level manpower training &
development – RA 7796 (Technical Education
& Skills Development Act of 1994)

 CHED is responsible for higher education

– RA 7722 (Higher Education Act of1994)
 Other Developments

 Governance of Basic Education Act (RA 9155)

was passed renaming the DECS to DepED &
redefining the role of field offices which
include the regional offices, division offices,
district offices & schools.
 Other Developments

 Values Education was offered as a separate

subject in the New Secondary Education
Curriculum & integrated in all subject areas.

 Kindergarten Act (RA 10157), January 20,

2012 – an act institutionalizing the
kindergarten education into the basic
education system.
 Other Developments

 K to 12 Program (RA 10533), May 15, 2013 –

coves Kindergarten & 12 years of basic
education to provide sufficient time for
mastery of concepts & skills, develop lifelong
learners, and prepare graduates for tertiary
education, middle-level skills development,
employment, and entrepreneurship.
What was considered important in each
historical period of the country was also
the focus or direction of the education
of the Filipino.
 Present Goals of Philippine Education

To produce thoughtful graduates imbued with –

1. Values reflective of a humanist orientation;

2. Analytical & problem solving skills;
3. The ability to think things through the ethical
& social implication of a given source of
action; and
 Present Goals of Philippine Education

To produce thoughtful graduates imbued with –

4. The competency to learn continuously

throughout life - that will enable them to live
meaningfully in a complex, rapidly changing
& globalized world while engaging in their
community & the nation’s development
issues & concerns.
 The Importance of Studying History of
Education - Dewey

1. Educational issues & problems are often

rooted in the past; the study of educational
history can help us to understand & solve
today’s problems.
2. Realistic effort to reform education begin
with present conditions which are a product
of the past; by using our past, we can shape
the future.
 The Importance of Studying History of
Education - Dewey

3. The study of education’s past provides a

perspective that explains & illuminates our
present activities as teachers.
 Analysis

1. Can school change the socializing effect of

family, the primary agent of socialization?
Can an excellent school undo the socializing
effect of an extremely deprived society?

1. Should we bring back the NCEE? Why or

why not?
Thank you.