GROUP 2 CHAPTER 2

4C MAJOR IN FILIPINO/MAJOR IN SOCIAL STUDIES/MAJOR IN MATH

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 Educational Curriculum Agents Influences
group or Goals on
period western
Education

Primitive To teach group Practical skills of Parents,Tribal Emphasis on

societies survival skills; to hunting, fishing, eldes, and the role of
cultivate group food gathering , priests informal
7000 B.C. cohesiveness stories, myths, education in
5000 B.C. songs, poems, transmission of
dances skills and
values
Historical Educational Curriculum Agents Influences
group or Goals on western
period Education

Greek To cultivate civic Athenian: Athens: private Athens: The

1600 B.C. responsibility and reading, writing, teachers and concept of the
identity with city- arithmetic, schools; well-rounded,
300 B.C. state drama, music, Sophists; liberally
Athenian: to physical philosophers educated
develop well- education, person
rounded person literature, poetry
Spartan: to Sparta:military
Spartan: drill, teachers, drill Sparta: The
develop soldiers concept of the
and military military songs sergeants
and tactics military state
leaders
Historical Educational Curriculum Agents Influences
group or Goals on western
period Education

Roman To develop of Reading, Private schools Emphasis on

750 B.C civic writing, and teachers; ability to use
responsibility for arithmetic, Laws schools of education for
A.D. 450 republic and then of Twelve rhetoric practical
empire; to Tables, law, administrative
develop philosophy skills; relating
administrative education to
and military skills civic
responsibility
Historical Educational Curriculum Agents Influences
group or Goals on western
period Education

Medieval To develop Reading, Parish, chantry, Establishing the

religious writing, and cathedral structure,content
A.D. 500
commitment, arithmetic, schools; , and
A.D. 1400 knowledge, and liberal arts; universities; organization of
ritual; to re- philosophy,theol apprenticeship; the university as
establish social ogy; crafts; knighthood a major
order; to prepare military tactics institution of
persons for and chivalry higher education;
appropriate roles the insti-
tutionalization
and preservation
of knowledge
Historical Educational Curriculum Agents Influences
group or Goals on western
period Education

Renaissance To cultivate a Latin, Greek, Classical An emphasis on

A.D. 1350 humanist who classical humanist literary
was expert in the literature, educators and knowledge,
A.D. 1500 classics--- Greek poetry, art school such as excellence, and
and Latin; to lycee, style as
prepare courtiers gymnasium, expressed in
for service to latin grammar classical
dynastic leaders school literature; a two
track system of
school
Historical Educational Curriculum Agents Influences
group or goals on western
period Education

Arabic To cultivate Reading, Mosques; court Arabic numerals

A.D. 700 religious writing, schools and
commitment to mathematics, computation; re-
A.D. 1350 Islamic beliefs; to religious entry of classical
develop literature, materials on
expertise in scientific studies science and
mathematics, medicine
medicine, and
science
Historical Educational Curriculum Agents Influences
group or Goals on western
period Education

Reformation To cultivate a Reading, Vernacular A commitment

A.D. 1500 sense of writing, elementary to universal
commitment to a arithmetic, schools for the education to
A.D. 1600 particular catechism, masses; provide literacy
religious religious classical to the masses;
denomination; to concepts and schools for the the origins of
cultivate general ritual; Latin and upper classes school systems
literacy Greek; theology with supervision
to ensure
doctrinal
conformity
 Education during the Pre-colonial period
Education was informal and unstructured,
decentralized. 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 illustrados were accommodated in
the schools.
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 needle
works 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 afther the capture of manila in 1899 seven
schools were opened in the city.
• Training was done through the schools both
public and secular manned by chaplains and
military officers of the US army
• Thomasites arrived in the phillipines 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 provide 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. 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 (CA. 586) was
approved by the philippine assembly on
august 7, 1940 which provided for the
following
• Reduction of the 7year elementary course
to 6years
• Fixing the school entrance age of 7
• National support for elementary
education
THE 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
vacation 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
• manga carta for teachers was passed into law by virtue of R.A. 4670
 Other Development
• Integration of Values in all learning areas
• Mastery learning
• YDT and CAT introduced as new courses media of instruction bilingual
Education policy : Mandates the use of English and Filipino Seperately as
media of instruction in schools
• Education Act of 1982- Created the ministry of education culture and
sports
• NCEE(National College Entrance Examination ) introduced Executive
order no. 117 – Pres. Cory Aquino renamed the ministry of education ,
culture and sports. (DECS in 1987)
• Creation of the Board for Professional Teachers.
• Replacement of PBET by LET
• Trifocalization of education system
• RA 7796 – (Tesda)Technical Education and skills development
Act of 1994
• RA 7722- CHED (Comission of higher education ) act of 1944
• RA 9155 – Governance of basic act renamed DECS to
DepEd(August 2001)
• RA 10157- Kindergarten Act (January 20, 2012)(NSEC)
• RA 10533- K to 12 program ( May 15, 2013)
WHAT WAS CONSIDERED IMPORTANT
IN EACH HISTORICAL PERIOD OF THE
COUNTRY WAS ALSO THE FOCUS OR
DIRECTION OF THE EDUCATION OF
THE FILIPINO.
Mission- Vision Core Values
ACTIVITY : Answer the following question.
TRUE OR FALSE
1. According to John Dewey, schools 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.
2. In the Pre- Colonial Period, the children were provided more academics but lesser vocational
training.
3. The educational goals in the primitive societies is to teach group survival skills; to cultivate
group cohesiveness

IDENTIFICATION
4. This law gave filipinos a complete system of education from elementary to collegiate level.
5. This period, the education aims to develop in people the love of labor.
6. This course was introduced as new courses Media of Instruction Bilingual Education Policy.
7. This program offers 12 years of basic education ( six years of primary education, four years of
junior high school, and two years of senior high school.

8-10 ESSAY (3pts)For your own understanding, what is the relationship between schools and
society
ANSWERS
1. TRUE
2. FALSE
3. TRUE

4. THE EDUCATIONAL DECREE OF 1863

5. THE JAPANESE OCCUPATION
6. YDT & CAT
7. K to 12 Program

8-10 ESSAY (3 pts)

PRESENTED BY :
• CABALLERO , NORILY
• DENOSTA, IVY
• LAGONG, DONNA MAE
• SAGAYAP,ROSEMARIE