The Teacher and the Community, School Culture and Organizational Leadership 18

Historical Foundation of
Education

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

Activity: Let’s Read These

Read the quote from the famous John Dewey then answer the following
questions:
The Teacher and the Community, School Culture and Organizational Leadership 19

Chapter 2 – Historical Foundations of Ethics

Analysis-Let’s Analyze
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 – Let’s Conceptualize

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 socialisation.
(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 -
The Teacher and the Community, School Culture and Organizational Leadership 20

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

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.

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.

As abstract thinkers, human beings could create, use and manipulate symbols.
They could communicate with one another through gestures, sounds and words.
These symbols were expressed in signs, pictographs, letters. The creation and
introduction of oral and written language made a great leap on literacy which in turn
had tremendous educational consequences which citizens of a civilized society like
netizens of the 21' century now enjoy .
The Teacher and the Community, School Culture and Organizational Leadership 21

Key Periods in Educational History

Below are key periods in educational history from 7000 B.C. to AD 1600. Study the table
thoroughly. The notes should make you see that education and school are a function of
society and schools reflect the nature and character of society itself. What society considers
important is what education focuses on to preserve society.

Table 1. Points of Emphasis on Education in History

Key Periods In Educational History, 1000 BC to A.D. 1100

Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Primitive To teach group Practical Parents, tribal Emphasis on
Societies survival skills; skills of elders and the
7000 B.C.- to cultivate hunting, priests role of informal
5000 B.C. group fishing. food education in
cohesiveness gathering transmission of
stories, skills and
myths. songs, values
poems.
dances
Greek To cultivate Athenian: Athens private Athens. The
1600 B.C. — civic reading, teachers and concept of the
300 B.C. responsibility writing, schools: well-rounded
and identity arithmetic, liberally
with city-state, drama, Sophists. educated
music. philosophers. person
Athenian to physical
develop well- education, Sparta military Sparta. The
rounded literature, teachers. drill concept of the
person poetry sergeants military state

Spartan drill,
military songs
and tactic
 The Teacher and the Community, School Culture and Organizational Leadership 22

Roman To develop Reading, Private Emphasis on

750 B.C. - sense of civic writing, schools and ability to use
A.D. 450 responsibility arithmetic, teachers, education for
for republic Laws of schools of practical
and then Twelve rhetoric administrative
empire; Tables. law, skills , relating
to develop philosophy to education
administrative and civic
and military responsibility
skills

'

Historical Educational Curriculum Agents Influences on

Group or Goals Western
Period Education

Arabic To cultivate Reading, writing. Mosques; court Arabic numerals and

A.D. 700— A.D. religious mathematics schools computation. re-
1350 commitment to religious literature; entry of
Islamic beliefs; to scientific studies classical
develop expertise materials on
in mathematics, science and
medicine, and medicine
science

Medieval A.D. To develop Reading, writing, Parish, chantry. and Establishing

500— religious arithmetic. liberal cathedral schools: the structure.
A.D.1400 commitment, arts; philosophy, universities; content, and
knowledge, and theology, crafts; apprenticeship. organization of the
ritual, to re- military tactics and knighthood university as a major
establish social chivalry i institution of higher
order. to prepare ' education, the
persons for institutionalization
appropriate roles and preservation of
knowledge
The Teacher and the Community, School Culture and Organizational Leadership 23

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

A.D. 1350— humanist who was classical literature, educators and schools literary knowledge,
AD. 1500 expert in the poetry, art such as lycee. excellence, and
classics—Greek gymnasium, Latin style as expressed
and Latin. grammar school in classical
To prepare .
literature . a two-
courtiers for track system of
service to dynastic schools
leaders

Reformation To cultivate a Reading. writing, Vernacular elementary A commitment to

A.D. 1500— sense of arithmetic, case- schools for the universal educates to
A.D. 1600 commitment to a chism, religious masses; classical provide literacy to the
par- titular religious concepts and ritual; schools for the upper masses; the °nips of
denomination; to Latin and Greek: classes school systems with
cultivate general theology supervision to ensure
literacy doctrinal
Conformity

Chapter 2 - Historical Foundation of Education

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 ntual to establish order.
The Teacher and the Community, School Culture and Organizational Leadership 24

Renaissance period was a fervent period of European cultural, artistic, political and
economic "rebirth" following the Middle Ages. Education was focused on their
discovery 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

Let us also see how the nature and character of Philippine society are reflected in
the education process in different periods of Philippine history.

As you study the summary of the Philippine educational system. just remember this
sociological concept, which is the focus of this Chapter - that education is a function
of society and as such what are taught in schools arise from the nature and
character of society itself. What society considers important is what schools
teach. Be ready to answer questions at the end: What was/were the focus/foci of
education or schools during the. 1) pre-colonial period. 2) Spanish period. 3) American
regime, 4) Japanese occupation and 5) post-colonial period.

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
academic.. Teachers were tribal tutors (Babaylan or Katalonan).

Education During the Spanish Era

Education was formal and organized. It was authoritarian to 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.
The Teacher and the Community, School Culture and Organizational Leadership 25

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 18991) 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.

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 Teacher and the Community, School Culture and Organizational Leadership 26

- 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 t he 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 enrolled in Grade I

- Adoption of double-single sessions in the primary grade with one teacher one
class assignment of intermediate teachers.

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
The Teacher and the Community, School Culture and Organizational Leadership 27

- 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

The fundamental aims of education in the 1973 Constitution are - foster love of
country - teach the duties of citizenship - develop moral character, set-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 in schools.
- Education Act of 1982 - created the Ministry of Education. Culture and
Sports.
- NCEE - National College Entrance Examination introduced - Executive Order
No.117 - President Corazon C. Aquino renamed Ministry of Education, Culture
and Sports (DECS) in 1987
- Creation of the Board for Professional Teachers composed of 5 under PRC
The Teacher and the Community, School Culture and Organizational Leadership 28

- 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
- 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 R.A. 7796 - Technical Education and
Skills Development Act of 1994
- 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). RA 9155 provide the overall framework for (i) school head
empowerment by strengthening their leadership roles and (ii) school-based
management within the context of transparency and local accountability. The
goal of basic education is to provide the school age population and young
adults with skills, knowledge, and values to become caring, self-reliant,
productive and patriotic citizens.

- Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS
to DepEd and redefining the role of field offices which include the 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
The Teacher and the Community, School Culture and Organizational Leadership 29

- 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.

The Varied Goals of Education in Different Historical Periods of Philippine

history

What was considered important in each historical period of the country was also the
focus or direction of the education of the Filipino.

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:

To produce thoughtful graduates imbued with 1) values reflect, of a humanist

orientation (e.g. fundamental respect for life as human beings with intrinsic rights,
cultural rootedness, a vocation serve;) 2) analytical and problem soloing 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 din) their community and the nation's development issues and concern. -
Commission on Higher Education
The Teacher and the Community, School Culture and Organizational Leadership 30

The Department of Education has the following vision, mission and core values:

The 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...

The DepEd Mission

To protect and promote the right of every Filipino to quality, 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. Administrators

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.

Our Core Values

Maka-Diyos
Makatao
Makakalikasan
Makabansa

The Importance of Studying History of Education

The Teacher and the Community, School Culture and Organizational Leadership 31

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 efforts to reform education begin to the 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 us teachers.

Application –Let’s Apply

1. Why was the focus of education different for different groups of people at
different places and at different periods in world history? What does this
point to regarding relationship of schools and society?

2. Given the different characteristics of the different periods in Philippine

history, what were the goals of education /schools during the

a. Pre-colonial,
b. Spanish period,
c. American regime,
d. Japanese regime and
e. post -colonial period?

3. Was equal access to quality education met during the:

a) pre-colonial,
b) Spanish period,
c) American regime
d) Japanese regime and
e) post-colonial period up to the present?
The Teacher and the Community, School Culture and Organizational Leadership 32

4. DepEd's mission is "to protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education." Has the Philippine
educational system from pre-colonial to present given equal access to quality, culture-
based and complete basic education? Or was it a privilege of a few? Explain your
answer.

5. Read the article below. What does job-skills mismatch imply about the relevance
of schools to present society? Are schools effective agents of socialization in
preparing Filipino graduates for their job roles?

DOLE urged to address job-skills mismatch

Published June 19, 2018,
By Vanne El/aloe Terrazola

Senator Joel Villanueva on Tuesday prodded the Department of Labor and

Employment (DOLE) and other concerned agencies to report on the status of its
programs aimed at addressing job-skills mismatch. Sen. Joel Villanueva (Senate of
the Philippines Facebook page / MANILA BULLETIN)

Villanueva, chairperson of the Serrate committee on labor, employment, and

human resources development, made the appeal as he called anew on the
government to make sum that the workers who will be employed under the "Build,
Build, Build" infrastructure program are skills-ready "It has been our consistent call on
the concerned government agencies — Commission on Higher Education (CHED),
Department of Labor and Employment (DOLE). Department of Education (DepEd),
and Technical Education and Skills Development Authority (TESDA) — to up-skill our
workers and address the problem of job-skills mismatch which becomes imperative
with the implementation of the administration's Build-Build-Build program," Villanueva
said in a statement.

6. Education is a function of society. Considering the positive and negative

elements of 21° Century society:

• state the educational goals that 21° Century schools should pursue;
• describe the ideal 21° Century graduate; and
• describe the education delivery mode.

Will the survival skills taught in primitive societies suffice for the citizens of a 21°
Century world?
The Teacher and the Community, School Culture and Organizational Leadership 33

TAKEAWAYS

● Education and school arc a function and a creation of society.

● Goals in education reflect what society considers as necessary for survival,
stability and convenience.
● A study of the history of education in the world and in the Philippines helps us
see what societies in the past considered important and enables us to
appreciate the present which is a product of the past.
● Schools are agents of socialization. They prepare individuals for their varied
roles in society.