The Teacher and the Community, School Culture and Organizational Leadership

CHAPTER 2
Historical Foundation of Education

Chapter 2 is meant to help the student understand how education in the Philippines and in the world has
changed throughout the years and how it can continue to change now and in the future.

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

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 socialization. (Brinkerhoff, D., 1989) Because of anticipatory socialization most of us
are more or less prepared for our future roles like spouse, parent, and professional teacher.

Education in Primitive

Brikerhoof (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.

Chapter 2 Historical Foundation of Education

The Teacher and the Community, School Culture and Organizational Leadership

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, and letters. The creation and introduction of oral and written language made a great leap on
literacy which in turn had tremendous educational consequences with citizens of a civilized society like
netizens of the 21st century now enjoy.

Key Periods in Educational History

Below are the key periods in educational history from 7000 B.C. to AD 1600.

Table 1. Points of Emphasis on Education in History

Key Periods in Educational History, 1000 B.C. to A.D 1600

Historical Group Educational Goals Curriculum Agents Influences on
of Period Western
Education
Primitive societies To teach group Practical skills of Parents, tribal Emphasis on the
7000 B.C – 5000 survival skills; to hunting, fishing, elders, and priests role of informal
B.C cultivate group food gathering education in
cohesiveness stories, myths, transmission of
songs, poems, skills and values
dances

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

1600 B.C. – 300 responsibility and writing, arithmetic, teachers and concept of the well-
B.C identity with city- drama, music, schools; Sophists; rounded, liberally
state; physical education, philosophers educated person
literature, poetry
Athenian: to Sparta: military Sparta: The concept
develop well- Spartan: drill, teachers, drill of military state
rounded person military songs and sergeants
tactics
Spartan: to develop
soldiers and
military leaders

Roman To develop the Reading, writing Private schools and Emphasis on ability
750 B.C. – A.D. sense of civic arithmetic, Laws of teachers; schools of to use education for
450 responsibility for Twelve tables, rhetoric practical
republic and then philosophy administrative
empire; to develop skills; relating
administrative and education to civic
military skills responsibility

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

Chapter 2 Historical Foundation of Education

The Teacher and the Community, School Culture and Organizational Leadership

A.D. 700 – A.D. religious mathematics, schools and computation;

1350 commitment to religious literature; re-entry of classical
Islamic beliefs; to scientific studies materials on science
develop expertise and medicine
in mathematics,
medicine, and
science

Medieval To develop Reading, writing, Parish, chantry, and Establishing the

A.D. 500 – A.D. religious arithmetic, liberal cathedral schools; structure, content
1400 commitment, arts; philosophy, universities,; and organization of
knowledge, and theology; crafts; apprenticeship; the university as the
ritual; to re- military tactics and knighthood major institution of
establish social chivalry higher education;
order; to prepare the
persons for institutionalization
appropriate roles and preservation of
knowledge

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

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

Reformation Ti cultivate a sense Reading, writing, Vernacular A commitment to

A.D. 1500 – of commitment to a arithmetic, elementary schools universal education
A.D. 1600 particular religious catechism, for the masses; to provide literacy
denomination; to religious concepts classical schools to the masses; the
cultivate general and ritual; Latin for the upper origins of school
literacy and Greek; classes systems with
technology supervision to
ensure doctrinal
conformity

History of the Philippine Educational System

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.

Chapter 2 Historical Foundation of Education

The Teacher and the Community, School Culture and Organizational Leadership

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 Degree 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 1899). 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 the university
status.
 The Department of Public Instruction set up 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.

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The Teacher and the Community, School Culture and Organizational Leadership

 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 institution 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 enrolled in Grade 1
 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
 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

Chapter 2 Historical Foundation of Education

The Teacher and the Community, School Culture and Organizational Leadership

 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 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, 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 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
 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 nonformal 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 provides 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.

Chapter 2 Historical Foundation of Education

The Teacher and the Community, School Culture and Organizational Leadership

 Governance of Basic Education Act (RA 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)
 RA 10157, Jan 20, 2012 – Kindergarten Act, an act institutionalizing the 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 and labor. The post-colonial period
educational system was devoted to the following goals: 1) foster love of country; 2) teach the duties of the
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 reflective of a humanist orientation

(e.g. fundamental respect for others as human beings with intrinsic rights, cultural rootedness,
avocation to serve;) 2) analytical and problem solving 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 (in) their community and the nation’s development
issues and concern. – Commission on Higher Education.

The Department of Education has the following vision, mission and core values:
Chapter 2 Historical Foundation of Education
The Teacher and the Community, School Culture and Organizational Leadership

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.

Administrative 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

Maka-tao

Makakalikasan

Makabansa

The Importance of Studying History of Education

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 effort to reform education to begin with 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 as teachers.

Chapter 2 Historical Foundation of Education