Republic of the Philippines

WESTERN PHILIPPINES UNIVERSITY

Puerto Princesa Campus
Puerto Princesa City

Topic: Historical Foundations of Education

Subject: FEM 602
Course Description: Foundation of Education
Reporter: Gretchen M. Gevela
Professor: David R. Perez, Ph.D
Semester: Summer 2014
Learning Objectives
At the end of the discussion, you are expected to:
a) Analyze the reasons for changes in school organizations and programs
in the modern era in relation to historical events.
b) Trace the history of education from earliest times to Roman.
c)Integrate education in the earliest period with the present trends of
education.
Introduction

The beliefs and experiences of

education today rest on the history of this
field of endeavor. By knowing what
accomplishments of leaders in the past,
today’s educators attempt to build on their
achievements.
Primitive Education
Life among primitive or tribal people was
very simple compared with the complex life that
people have today. Their means of livelihood
were hunting and gathering wild fruits and
vegetables. There was no reading or writing and
information was transmitted through word of
mouth, songs, gestures, ceremonial, rites and
the like.
Aims of Education
1. Security and survival
2. Conformity
3. Preservation and
transmission of traditions
Some characteristics of primitive culture
 Relatively simple
 Relatively narrow social and cultural contacts
 Extraordinary conservative and prone to superstitions
 The organization of primitive life is tribal not political so
that one function of education is to enable one to live with
his relatives
 Absence from primitive cultures of reading and writing
Types of Education
1. Vocational. This includes learning the
skills in procuring basic necessities of
life like hunting, constructing a hut,
etc.
2. Religious (animistic). Consisted in
learning how to participate in
ritualistic practices to please or to
appease the unseen spirits roaming
around.
Content to be Studied
1. Ways of procuring the basic
necessities in life and of
protecting life from dangers.
2. Superstitious. Included as how
to worship before the dwelling
of an unseen spirit such as big
tree, a big rock, a river, etc.
Agencies of Education
 Home – there was no formal agency
for education, the family was the
center for practical training.

 Environment – it provides the

primitive people a very good place
of training.
Methods of Instruction
1. All instruction was
done informally.
2. Observation and imitation.
3. Simple telling and
demonstration.
4. Participation.
Effects
 Culture was passed on and
preserved for generation.
 Tribes were able to meet their
economic needs and were able to
survive.
 People were able to adjust and
adapt to social and political life.
Outstanding Contribution to Education

The primitive man started the

rudiments of education from which
evolved the modern educational
systems of today.
Egyptian Education
Egypt, the gift of the Nile, is
situated in the northern part of the
African continent. Ancient Egypt was a
desert country watered only by the Nile
River which flooded the country from
August to October, leaving behind a very
rich black earth. The government of Egypt
was autocratic, ruled by a king called
Pharaoh who had absolute power.
Aims of Egyptian Education
1. Training of Scribes
2. Religious
3. Utilitarian
4. Preservation of cultural patterns
Types of Education
1. Religious Education
2. Vocational- professional
education
3. Military Education
4. Public Administration
5. Priesthood Education
6. Home Arts Education
Content to be Studied
1. Reading, writing, and language
2. Religious and secular literature
3. Artistry in metals and lapidary
4. Mathematics, especially geometry
and surveying, were studied due to
the frequent inundations of their field
which washed away the landmarks
which had to be replaced.
Content to be Studied
5.Subjects in astronomy, engineering, architecture, physics, medicine,
embalming, dentistry, and law were taught in the temple schools by the
priests.
6.Music, dancing, playing the harp, cymbals, drum, lyre, guitar,
tambourine, and clapping to rhythm.
Content to be Studied
7. Sports, games, and physical education
with swimming, wrestling, archery, and
hunting and fishing taken as vocations and
avocations.
8 . The military schools offered training in
the use of the bow and arrow, battle axe,
lance, mace, and shield. Egypt became a
military power in the ancient world from
1600 to 1400 B.C.
Organization of Grades
1. The young studied at home with the mother as teacher.
2. At the age of 5, the boys attended the reading and writing schools
under the priests if the parents could afford to pay the school
fees.
3. At 17, the boys entered the schools that offered their vocations.
Methods of Instruction
1. Apprenticeship
2. Dictation, memorization,
copying, imitation and repetition
3. Observation and participation
Outstanding Contribution to Education

The outstanding
contributions of the early
Egyptians to education were
probably geometrical
measurement and surveying.
 Greek Education
Greece society was composed of classes
 Monarchs, nobles, free born, commoners and
slaves
 Determine position in the society and types of
education
 At the beginning, education carried out at home
or in the communities
 Plato’s idea give birth to the state involvement in
education
 Later education for every one was adopted
 Adopted curriculum focused on practical and
vocational skills, as well as moral and spiritual
values and practices
Spartan Education

Sparta was in the south of Corinth in the southern

section of the Peloponessian peninsula. Spartan education
was based upon the laws of Lycurgus. It was the basis of
Spartan political, social and educational system. This turned
Sparta into a totalitarian soldier state. This system lasted
for 700 years from the 9th to the 2nd century B.C. especially
during the 5th century.
Aim of Education
1. Military. To make every citizen
invincible in war, possessing physical
perfection and complete obedience
to the state.
2. Discipline. To develop conformity and
obedience, courage strength,
cunning, endurance and patriotic
efficiency.
Types of Education
1. Physical education
2. Military education
3. Moral training
4. Very little intellectual training
5. Music education
6. Gymnastic education
7. Vocational education
Agencies of Education

The State was the sole

agency of education. Every phase
was controlled by the State.
 Organization of Grade levels
1. At birth, weak children were disposed of, abandoned, or exposed to the
elements.
2. At early age, children were taught habits of silence, obedience, respect
and reverence towards elders, bravery, etc.
3. At the age 7-18, the boys lived in barracks-like educational building
under the supervision of a state official.
4. At the age 18-20, the boys undertook professional war training; at 20
one who had demonstrated superior qualities of leadership and mind,
remained in the barracks to help supervise the new entrants.
Organization of Grade levels
5.At 20-30, all took an oath of allegiance and dispersed to military posts
for war manoeuvres.
6.At 30, the man was full-fledge citizen, obliged or compelled to marry
and took his seat in the assembly or council.
7.The girls stayed at home but they were also organized into packs to
develop group spirits, courage and loyalty.
Methods of Instruction

1. Training
2. Participation
3. Testing
4. Discipline
5. Motivation
 Financing
All financing was shouldered by the State.

Outstanding Contribution to
Education
The most that we can emulate from the
Spartans is military education as we have now
in our schools and the development of
patriotism and discipline.
Athenian Education
Ancient Athens was the leading cultural center of the Greek
world. Many of the most gifted writers of Greece lived there. They
wrote works of drama, history, lyric poetry and philosophy that have
influenced literature up to the present time.
In many ways, the city was a birthplace of Western civilization.
Education was supervised by the State although education was not
compulsory. It was not clear, however, if the State maintained public
schools.
Early Athenian Education
The early Athenian Education was under the influence of Solon,
one of the greatest lawmakers of all time. He drew up a body of law
that guided the Athens for several centuries and brought prosperity
to the city-state. These laws also became the bases for the
educational direction of Athens.
Aims of Education

1. Good citizenship
2. Individual excellence
3. Man-sided development
Types of Education

1. Civic Training
2. Moral Training
3. Physical Education
4. Intellectual Education
5. Art
Content to be Studied

1. Reading by the alphabet method

2. Writing on wax and tablets
3. Arithmetic for market use
4. Homeric and other poems
5. Gymnastic exercises
6. Physical education exercises
7. Military training subjects
Agencies of Education
1. Private schools. They were the first schools for boys.
2. Home. The girls were taught at home by their mother and slave
nursemaids.
3. State. It was not clear of the state maintained public schools but
education was supervised by State although education was not
compulsory.
Organization of Grade Levels
1. From birth to 7 years, children were taught at home.
2. From 7 to 16 years old, the boys went to two schools
accompanied by slaves:
a. Didascaleum –A music school that also taught reading, writing,
arithmetic and poetry.
b. Palaestra – Gymnastics, sports and games were taught in
school.
Organization of Grade Levels
3.At 16-18, the boys were already free from literary and musical
studies but they continued to attend the Palaestra.
4.At 18, the boys took the Ephebic Oath, a pledge of allegiance to
the State and then spent two years in the military service. At 20, the
boys attained full citizenship.
Methods of Instruction
1. Imitation. Imitation of a living model.
2. Participation. There was participation in the learning process and
so learning was by doing.
3. Discipline. Corporal punishment was used extensively.
4. Human relations. There was no human relations between the
teacher and his pupils. The relationship between the teacher and
his pupils was not cordial.
Financing
It was not clear who financed education but since the schools
were private, it can be assumed that the pupils or students paid
tuition fees.

Outstanding Contribution to Education

The outstanding contributions of Athens to education are

the three development of all human capacities and the Olympic
Games.
Later Athenian Education
Athens became an empire in 479 B.C. when Greeks defeated
the Persians at the Battle of Plataea. Athens, the head of the Delian
Confederation, contributed largely to the victory. The triumph
brought about attitudinal changes toward education among
Athenians.
Aims of Education
1. By the Sophist, pragmatic and utilitarian.
2. By Socrates, development of the power of thinking.
3. By Plato, control by individual rulers.
4. By Aristotle, rational living.
Types of Education
1. Moral Training
2. Professional Training
3. Intellectual Training
4. Vocational Training
5. Domestic Training
6. Physical, Military and Civic Training
7. Science and Philosophy Education
8. Aesthetic and Cultural Education
9. Sports and Games
Content to be Studied
1. Lower elementary level – reading, writing, arithmetic, poetry and
gymnastics.
2. Higher elementary level – physical and military exercises
grammar, hretorics, declamation, argumentation and public
speaking.
3. Secondary schools – geometry, astronomy, drawing, grammar and
rhetorics.
4. Higher level – philosophy, mathematics and science.
Agencies of Education
1. Palaestra. A school were gymnastics, sports and games were
taught.
2. Didascaleum. This was supposed to be a music school but actually
it was a school of literature in which was taught poetry
accompanied by music.
3. Gymnasium. At first, this was used for physical education but
later it assumed a completely intellectual meaning which was
academic secondary school.
Organization of Grade Levels
1. Home Education
2. Primary Education
3. Secondary Education
4. Higher Schools
Methods of Instruction
1. Lecture and memorization
2. Question and answer
3. Developing the natural talents
4. Achieving happiness
Financing
Since the schools established
were private schools and the teachers
had to be paid, the pupils or students
had to pay school fees.
Outstanding Contributions to Education and
Humanity
1. The Socratic Method of teaching as far as the method is concerned.
2. Another is in the realm of philosophy. The greatest world philosophers
came from Greece, among whom were Socrates, Plato, Aristotle and
others.
3. Another is in the field of mathematics. Euclidean geometry has been
studied for 2 thousand years up to the present.
4. Arts and classical literature are also great contributions.
Roman Education
Originally, the Italian peninsula was occupied by Italians,
Etruscans, and Greeks who settled in Sicily and the south. The Italian
tribes were the Sabellians, the Umbrians and the Latins. Out of the
mixture of these peoples emerged the strong energetic Romans.
These peoples also develop city-states, and Latium, the city-states of
Rome, became the most powerful. The romans judge things by their
usefulness.
Aims of Education
1. Utilitarian. Education was for practical purpose, to produce men who
would be active and efficient in daily life.
2. Moral. To produce good citizens who knew how to exercise their rights,
fulfil their duties and obligations, and acquire virtues such as piety,
obedience, manliness, courage, bravery, industry, honesty, prudence,
etc.
3. Military. To train to be good soldiers and conquerors in war.
4. Civic and political. To train men to be participative and wise in politics.
5. Religious. To train men to have reverence for the gods.
Types of Education
1. Physical and Military Training
2. Civic Training
3. Moral Training
4. Religious Training
5. Vocational Training
Content to be Studied
1. Ballads and songs glorifying traits esteemed by the Romans.
2. The Laws of the Twelve Tables. The youth memorized these laws
which defined private and public relationships and human and
property rights.
3. Religious ceremonies and usages. All activities were under the
auspices of gods who have to be placated always by sacrifices and
ceremonies.
Agencies of Education
1. Home
2. Shop and Farm
3. Military Camp
4. Forum
5. Private Schools
Organization of Grade Levels
1. Early training for young children was in the home.
2. Later, the boys went with their fathers to the shops or farms.
3. The boys also went to the forum to learn about public affairs.
4. At 16, the boy became a citizen taking on toga virilis of manhood
solemnized by religious ceremonies.
5. He then entered military camp, after which he was fully prepared
for his duties in life, both civic and military.
Methods of Instruction
1. Direct Imitation
2. Memorization
3. Discipline
Later Roman Education
The Roman conquests of other lands brought the Romans in contact
with other civilizations. Generally, the Romans brought with them persons
from the conquered lands and made them slaves. But these slaves were
usually educated and so they made their impact upon the life of the
Romans. An example was Livius Andronicus. When he got his freedom, he
became a teacher and translated Odyssey into Latin and made Homer
available to Roman education. Roman youth also went to Greece to study
rhetorics and philosophy. The educational system of Greece was adopted
thus, the Greco-Roman educational system was born.
Aims of Education
1. Oratorical. The chief of Roman education at this period was
capability improvement especially in public speaking , perfection
in public speaking and debate coupled with stress in moral
virtues.
2. Civic. It was the ideal aim of the Roman school system to train the
student for public service.
Types of Education
1. Speech Training
2. Civic Training
3. Literacy Training
4. Vocational Education
Content to Be Studied
 In the elementary education were included rudiments of reading,
writing, and calculation. Arithmetic was primitive because of the
cumbersome Roman notation. The Twelve Tables later gave way to the
Latin translation of homer.
 In secondary school, grammar was the chief study with the inclusion of
literature, prose, poetry, and language. Greek and Latin authors
reflecting the new literary attitudes were studied.
 In higher schools, rhetorics was the chief study. This included
declamation, extemporaneous speaking, debates on points of Roman
law and moral principles, especially, ethical and cultural content,
history, music, astronomy, philosophy, etc.
 In the university, applied science and professions such as law, medicine,
architecture, and mechanics were in the curriculum.
Agencies of Education
1. School of Litterator (teacher of letters)
2. School of Grammaticus (teacher of grammar)
3. School of the Rhetor (teacher of rhetoric)
4. Athenaeum
Organization of Grade Levels
1. At age 7-10, boys and girls entered the litterator.
2. At age 10-16, boys entered the school of the Grammaticus,
secondary level.
3. At age 16 or older, boys entered the school of the rhetor for two
or three years.
4. Those who hurdled the school of the rhetor went to the
athenaeum for a professional course.
Methods of Instruction

 Memorization. This was used in the elementary

level.
 Drill and writing exercise. This was in the
secondary level.
 Public speaking practices. In the third level or
school of the rhetorics.
Outstanding Contributions to Education and
Civilization
Among the major contributions of the Romans to education
and civilization are their methods of organization, management, and
administration. They had constructed a carefully organized education
ladder which probably became the forerunner of many ladderized
education systems of today. Another was the Roman organized body
of civil law which became the basis of the legal systems in many
countries including the Philippines.
• It is not surprising that the democratic values
espoused by the Americans touched a
receptive nerve un the Filipino psyche.
•Americans discarded the religious bias
•Educational Act of 1901- Separation of Church and State in
education
•Encourage filipino in the field of teaching
•Outstanding filipino scholars were sent to US to train as teachers
•Government established NORMAL SCHOOL for future teachers
•Courses include
•Methods of teaching, practice teaching, psychology,
mathematics, language, science, history and government, social
sciences, P.E
•White collar-job bias
 Great experiments in the community school and the use of
vernacular in the first two grades of the primary schools as the
medium of instruction were some of them.
 An experiment worth mentioning that led to a change in the
Philippine Educational Philosophy was that of school and community
collaboration pioneered by Jose V. Aguilar.
 Schools are increasingly using instructional materials that are
Philippine-oriented.
 Memorandum No. 30, 1966 sets the order of priority in the purchase
of books for use in the schools were as follows:
 Books which are contributions to Phil. Literature
 Books on character education and other library materials Library
equipment and permanent features
Implications
To the Teachers
They must consider that home is where the children learn first their
values.
Promote gender equality among children.
Help the children to preserve our culture even we are living in modern
era.
Teach the children to give importance to the great contribution of
different nations in education.
 To the School
It should provide relevant curriculum for the holistic
development of every student.
Provide programs that emphasize not only intellectual training.
Serves as a multi-purpose institution.
Implement the curriculum which focuses on the promotion of
cultural preservation.
Needs to nurture the interests of the students.
To the Community
Support the school in its activities that promote improvements in
education.

To the Future Administrators

Require all teachers to have a broad background of historical
foundations of education.
Make relevant activities to be implemented by every school.
Focus on the development of educational system.
1. A government position could only be occupied upon passing a
state examination. This is an influence from the ______.
A. Hebrews
B. Hindus
C. Chinese
D. Greeks

2. The present military training in our curriculum is an influence

of ____________
A. Rome
B. Athens
C. Sparta
D. Egypt
3. Tutoring of learners is now practiced. Which Western influence does it
originates from?
A. Egyptian
B. Jewish
C. Romans
D. Athenian

4. The Athenian ideal of education is to form a cultural soul in a graceful

and symmetrical body. How can this be achieved?
A. By giving more focus on health education
B. By adapting the philosophy “know thyself”
C. By improving emphasis on physical education
D. By a well-balanced development of mind,body and soul
5. Which describes Philippine education during the Spanish Regime?
A. Establishment of a normal school
B. Separation of church and state
C. Vernacular as medium of instruction
D. Emphasis on religious instruction

6. The Educational Decree of December 20,1863 established in the Philippines

a system of ________.
A. High school education
B. Intermediate Education
C. Higher Education
D. Primary Education
7. A popular mass education for the Filipinos under the American
regime came into being upon the passage of ___________.
A. Act No. 74 in 1901
B. Educational Decree of 1900
C. Monroe Education Survey in 1929
D. Royal Decree of 1865

8. Which of the following is the focus of the Japanese education in

the Philippines?
A. Democratic Ideals
B. Citizenship
C. Religion
D. Vocational Education
9. Religious and moral education is to the Spanish period as _______ is to the
Japanese period.
A. Dignity of labor
B. Religion
C. Duties of citizenship
D. Academic excellence

10. Who were the Thomasites?

A. American soldiers who doubted the success of the public educational
system to be set in the Philippines
B. First American teacher-recruits who helped to establish the public
educational system in the Philippines
C. First religious group who came to the Philippines on board the US
transport named Thomas
D. The devotee of St. Thomas Aquinas who came to evangelize the Filipinos
11. Which is a characteristic of education during the pre-Spanish era?
A. Structured
B. Informal
C. Religion-oriented
D. Vocational training-oriented

12. If today we have an oversupply of teachers in the country, in the past

we had shortage. When did we have a shortage of teachers?
A. In 1901 when a highly centralized public school was established
B. In 1863 when primary schooling was made compulsory
C. In 1943 when the Japanese created the Military of Education
D. In the 70’s when teachers sought for greener pasture abroad
13. The “Paaralan sa Bawat Barangay” takes its roots in the establishment of one primary
school in every municipality as mandated by the ______________.
A. Educational Decree of 1863
B. Education Act of 1901
C. Education Act of 1982
D. Education Act of 477

14. In the history of education during the Primitive era, it is the responsibility of parents to
teach their children necessary survival skills. In the modern times, the schools act as agent
of socialization aside from the parents in which learners experienced formal education. Can
parents pass on their duty to educate their children to the school , especially if they are
illiterate?
A. No, parents have the primary duty to educate their children
B. Yes, because parents did not go through formal training for the education of the children
C. It depends on the condition of parents
D. It depends on the condition of children
15. Complete the analogy:
Athenian education: well-rounded development of individuals;Spartan Education:
____________
A. military training
B. religious formation
C. liberally educated
D. holistically developed person

16. Complete the analogy:

Japanese: elevating the Filipino morale; American Period: ________________
A. survival skills
B. citizenship in a democratic country
C. love for country
D. dignity of labor
17. What law mandates the curricular offerings in all schools, the life, the works
and writings of Jose Rizal especially Noli Me Tangere and El Filibusterismo shall be
included in all levels.
A. R.A 1425
B. R.A 9155
C. R.A 7722
D. R.A 1079

18. What is the legal basis of shared governance of basic education which
transform DECS into DepEd and redefining the role of filed offices.
A. R.A 7160
B. R A 9942
C. R A 7722
D. R.A 4670
19. In the post-colonial period of the Philippine Educational System, a law called
Magna Carta for Teachers which aims to uplift the socio-economic status of public
school teachers. This is also called _________.
A. R.A 7160
B. R A 9942
C. R A 7722
D. R.A 4670

20. R.A 10157 is also known as ___________________________.

A. Magna Carta for Public School Teachers
B. Kindergarten Act
C. K to 12 Program
D. Civil Service Eligibility
21. What Republic Act is responsible for the establishment of the
Commission on Higher Education?
A. R.A 7160
B. R A 9942
C. R A 7722
D. R.A 4670

22. R.A 10533 is also known as ___________________________.

A. Magna Carta for Public School Teachers
B. Kindergarten Act
C. K to 12 Program
D. Civil Service Eligibility
43. Which move liberalized access to education during the Spanish period?
A. The establishment of at least one primary school for boys and girls in each
municipality
B. The hiring of tribal tutors to teach each children
C. The provision of vocational training for school age children
D. The education of illiterate parents

25. What period of the history of education in which it is referred to as the

“rebirth” in which education focused on the rediscovery of classical philosophy,
literature and art.
A. Reformation Period
B. Renaissance Period
C. Medieval Period
D. Roman Empire Period