CHAPTER 2

HISTORICAL
FOUNDATION OF
EDUCATION
 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
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LET’S ANALYZE!

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?
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EDUCATION
• Institution created by society

SOCIALIZATION
• A lifelong process

ANTICIPATORY SOCIALIZATION
• Role learning that prepares us for future roles

FAMILY
• Most important agent of socialization
• Self-concept formed during childhood has lasting consequences

SCHOOL
• Another important agent of socialization
• Charged by society to impart specific knowledge and skills necessary for functioning in a society
• Charged with the task of transmitting society’s cultural values
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 EDUCATION IN SOCIALIZATION
• A function of education in society
PRIMITIVE SOCIETY • Process by which individuals internalize the
norms and values of society and so social and
Brinkerhoof (1989) explains, cultural continuity are attained
In primitive societies, preliterate persons faced • Informal education in action
the problem of survival in an environment that
pitted them against natural forces and wild AS ABSTRACT
animals. To survive human beings needed
food, shelter, warmth, and clothing. To THINKERS…
transform a hostile environment into one that Human beings could create, use, and manipulate
is life-sustaining, humankind developed life symbols
skills that eventually became cultural
patterns. • Can communicate through gestures, sounds, and
words
These Life Skills included
• The creation and introduction of oral and written
1. Tool or instrument making language made a great leap on literacy which had
2. Adherence to the moral behavior code of tremendous educational consequences to humans
group life
3. Language Contoso 5
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Key periods in Educational History
Below are the key periods in educational history from 7000 B.C to AD 1600.
TABLE 1. POINTS OF
KEY POINTERS EMPHASIS ON EDUCATION
IN EDUCATIONAL HISTORY
HISTORY, 1000 BC TO A.D 1600

Historical group or Educational Goals Curriculum Agents Influence on

period Western Education
Primitive societies 7000 To teach group survival Practical skills of Parents, Tribal elders, Emphasis on the role of
BC-5000 BC skills; to cultivate group hunting, fishing, food and priests informal education in
cohesiveness gathering, stories, myths, transmission of skills
songs, poems, dances and values

Greek 16000 BC- 300 To cultivate civic Athenian: reading, Athens: private teachers Athens: the concept of
BC responsibility and writing, arithmetic, and schools; Sophists; the well-rounded,
identity with city state drama, music, physical philosophers liberally educated
• Athenian: to develop education, literature, person
well-rounded person poetry

• Spartan: to develop Spartan: drill, military Sparta: military teachers, Sparta: the concept of
soldiers and military songs and tactics drill sergeants the military state
leaders

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Roman 700 BC- AD To develop sense of civic Reading, Writing, Private schools and Emphasis on ability to
450 responsibility for Arithmetic, Laws of teachers; schools of use education for
republic and then empire; Twelve Tables, Law, rhetoric practical administrative
to develop administrative Philosophy skills; relating education
and military skills to civic responsibility.

Arabic AD 700-AD To cultivate religious Reading, writing, Mosques; court schools Arabic numerals and
1350 commitment to Islamic mathematics, religious computation, re-entry of
beliefs; to develop literature; scientific classical materials on
expertise in mathematics, studies science and medicine
medicine, and science

Medieval AD 500-AD To develop religious Reading, writing, Parish, chantry, and Establishing the
1400 commitment, knowledge, arithmetic, liberal arts; cathedral schools; structure, content, and
and ritual; to re-establish philosophy, theology; universities; organization of the
social order; to prepare crafts ; military tactics apprenticeship; university as a major
persons for appropriate and chivalry knighthood institution of higher
roles education; the
institutionalization and
preservation of
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Renaissance AD 1350- To cultivate a humanist Latin, Greek, classical Classical humanist An emphasis on
AD 1500 who was expert in the literature, poetry, art educators and schools literary knowledge,
classics- Greek and Latin; such as lycee, excellence, and style
to prepare courtiers for gymnasium, Latin as expressed in
service to dynastic grammar school classical literature; a
leaders two-track system of
school

Reformation AD 1500- To cultivate a sense of Reading, writing, Vernacular elementary A commitment to

AD 1600 commitment to a arithmetic, catechism, schools for the masses; universal education
particular religious religious concepts and classical schools for the to provide literacy to
denomination; to ritual; Latin and Greek; upper classes the masses; the
cultivate general literacy theology origins of school
systems with
supervision to ensure
doctrinal conformity

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The History of the Philippine Educational System
EDUCATION DURING THE PRE-COLONIAL PERIOD
 Education was informal and unstructured, decentralized
 Education prepared children to become good husband and wives
• fathers taught their sons how to look for food and other means of livelihood
• mothers taught their girls to do the household chores
 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
 Authoritarian in nature
 Spanish missionaries were the teachers
 Pupils attended formal schooling in the parochial school
 Religion- oriented instruction
 Separate schools for boys and girls
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THE EDUCATIONAL DECREE OF 1863
 This law gave Filipinos a complete system of education from elementary to the collegiate level.
 Provided the establishment of the elementary schools in all municipalities in the country
 Religion was the core of the curriculum but it has also subjects such as reading, writing, arithmetic, history,
Christian doctrine, Spanish language, vocal music, agriculture for the boys and needlework for the girls
 Attendance is compulsory between ages 7-12
EDUCATION DURING THE AMERICAN REGIME 1898-1946
 Promoted democratic ideals and the democratic way of life
 Schools maintained by the Spaniards for more than 3 centuries were closed but were reopened on Aug. 29,1898
by the Secretary of the Interior
 A system of free and compulsory elementary education was established by the Malolos Constitution
 May 1898, the first American school was established in Corregidor, and shortly after the capture of Manila in
1899, 7 schools were opened in the country
 Thomasites arrived in the Philippines on August 23,1901. University of the Philippines was founded in 1908 and
the first state school of university status
 The Department of Public Instruction set up a 3 level school system. 1 st level considered a 4-year primary and 3-
year intermediate or 7-year curriculum. The second level was 4-year junior college and a later 4 year program.

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THE COMMONWEALTH PERIOD (1935-1942)
 In accordance with 1935 constitution, Free Education in public schools was provided all over the country
 Vocational education were also given importance
 Education emphasized nationalism
 Good manners and discipline were also taught to 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
 Compulsory attendance of primary children
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THE JAPANESE OCCUPATION
Aims of education during the Japanese occupation
 Make 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 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 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 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

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 Elementary education was nationalized and matriculation fees were abolished
 Magna Carta for Teachers was passed into law by virtue of RA 4670
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 and vocational efficiency
OTHER DEVELOPMENTS
 Integration of values in all learning areas
 Emphasis on mastery learning
 YDT and CAT introduced as new courses Media of Instruction-Bilingual Education Policy: Mandates the use of
English and Filipino separately as media of instruction used in schools.
 Education act of 1982-created the Ministry of Education, Culture and Sports (DECS) in 1987
 Creation of the Board for Professional Teachers composed of 5 under PRC
 Replacement of PBET(Professional Board Examination for Teachers) by LET (Licensure Examination for Teachers)
 Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC
 Trifocalization of Education System

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 The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and
non formal education, including culture and sports. TESDA now administers the post-secondary, middle-level
manpower training and development RA 7796- Technical Education and Skills Development Act of 1994
 CHED is responsible for higher education. RA 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 the field offices (regional offices, division offices, district offices, and schools). RA 9155 provide
the overall framework for:
i. school head empowerment by strengthening their leadership roles
ii. school-based management within the context of transparency and local accountability
 Governance of Basic Education Act (RA 9155) was passed renaming the DECS to DepEd
 Values education in separate subject in NSEC
 RA 10157, Jan. 20,2012- Kindergarten Act
 K-12 Program (RA 10533), May 15, 2013

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 DepEd Vision
We dream of Filipinos
Who passionately love their country
And whose values and competencies
Enable them to realize their full potential
And contribute meaningfully to building the nation

DepED Mission
To protect and promote the right of every Filipino to equality, equitable, culture-based, and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment
Teachers facilitate learning and constantly nurture every learner
Administration and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners
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 CORE VALUES IMPORTANCE OF STUDYING HISTORY OF
EDUCATION

• Educational issues and problems are

MAKA-DIYOS often rooted in the past, the study of
educational history can help us to
MAKA-TAO understand and solve today’s problem
• Realistic effort to reform education
MAKAKALIKASAN begin with present conditions which
are a product of our past; by using
MAKABANSA past, we can shape the future
• The study of education’s past provides
a perspective that explains and
illuminates our present activities as
teachers
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Question?