Historical Foundation and Social Issues

HISTORICAL FOUNDATIONS OF EDUCATION
Historical Educational Curriculum Agents Influences on

Group or Goals Western
Period Education
Primitive To teach Practical skills Parents, tribal Emphasis on the
societies group survival of hunting, elders, and role of informal
7000 skills; to fishing, food priests education in
B.C.5000 B.C. Cultivate gathering transmission of
group stories, skills and
cohesiveness myths, songs, values.
poems,
dances
Greek 1600 To cultivate Athenian: Athens: Athens: The
BC – 300 BC civic reading, private concept of the
responsibility writing, teachers and well-rounded,
and identity arithmetic, schools; liberally
with city drama, music, Sophists; educated person
state; physical philosophers Sparta: The
Athenian: to education, Sparta: concept of the
develop-well- literature, military military state
rounded poetry teachers, drill
person Spartan: drill, sergeants
Spartan: to military songs
develop and tactics
soldiers and
military
leaders
Roman To develop Reading, Private schools Emphasis on
750 B.C. sense of civic writing, and teachers; ability to use for
A.D. 450 responsibility arithmetic, schools of practical skills;
for republic Laws of rhetoric relating
and then Twelve Tables education to
empire; to (the earliest civic
develop written responsibility
administrative legislation of
and military ancient
skills Roman law),
law,
philosophy “
Arabic To cultivate Reading, Mosques; Arabic numerals
A.D. 700 religious writing, court, schools and
A.D. 1350 commitment mathematics, computation; re-
to islamic religious entry of classical
beliefs; literature; materials on
To develop scientific science and
expertise in studies medicine
‘mathematics,
medicine, and
science
Medieval To develop Reading, Agents Parish, Establishing the
A.D. 500 religious writing, chantry, and structure,
A.D.1400 commitment, arithmetic, cathedral content, and
knowledge, liberal arts; schools; organization of
and ritual; to philosophy, universities; the university as
reestablish theology; apprenticeship a major
social order; crafts; ; knighthood institution of
to prepare military higher
persons for tactics and education; the
appropriate chivalry institutionalizati
roles on and
preservation of
knowledge
Renaissance To cultivate a Latin, Greek, Classical An emphasis on
A.D. 1350 humanist who classical humanist literary
A.D. 1500 was expert in literature, educators and knowledge,
the poetry, art poetry, art schools such excellence, and
classics— as lycee, style as
Greek and gymnasium, expressed in
Latin; to Latin grammar classical
prepare school literature; a two
courtiers for track system
service to (knowledge and
dynastic tools) of schools.
leaders
Reformation To cultivate a Reading, Vernacular A commitment
A.D. 1500 sense of writing, (one mother to universal
A.D. 1600 commitment arithmetic, tongue use) education to
to a particular catechism, elementary provide literacy
religious religious schools for the to the masses;
denomination; concepts and masses; the origins of
to cultivate ritual; Latin classical school systems
general and Greek; schools for the with supervision
literacy theology upper classes to ensure
doctrinal
conformity.
THE STRENGTHS AND WEAKNESSES OF THE FILIPINO CHARACTER: A

SOCIO-CULTURAL ISSUE
Below is an excerpt of the Report “A Moral Recovery Program: Building a

People, Building a Nation” submitted on April 27, 1988 by the Task Force to
President Corazon Aquino, the Senate and the members of the press by the
Senator Leticia Shahani, the moving spirit behind the program.
The weaknesses of the Filipino character as cited in the Report are as

follows:
1. Extreme family centeredness
2. Extreme personalism
3. Lack of discipline
4. Passivity and lack of initiative
5. Colonial mentality
6. Kanya-kanya syndrome, talangka mentality
7. Lack of self-analysis and self reflection
8. Emphasis on porma rather than substance
There is so much good in the Filipino but so much needs to be changed, too.
Many of our strengths as a people are also sources of our weaknesses.
Shahani’s report (1988) explains that family orientation becomes in-group
orientation that prevents us from reaching out beyond the family to the
larger community and the nation. In our personalism, we are warm and
caring but this leads us to lack of objectivity. We are concerned with people
we know but unfair to people we don't know. In our flexibility, we compromise
precision and discipline. We are a joyful people with a sense of humor but we
can't take things with humor all the time for serious problems need serious
analysis. Our faith in God is our source of strength but this makes us
dependent on forces outside us, do nothing that makes us submissive to
God's will. We are good at pakikipagkapwa-tao and so we can easily
empathize, but we can at the same time be envious of others. We can be
hardworking and yet can be lazy and passive in the workplace.

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HISTORICAL FOUNDATIONS OF EDUCATION

Historical Educational Curriculum Agents Influences on

THE STRENGTHS AND WEAKNESSES OF THE FILIPINO CHARACTER: A

Below is an excerpt of the Report “A Moral Recovery Program: Building a

The weaknesses of the Filipino character as cited in the Report are as

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