UNIVERSITY OF SOUTHERN MINDANAO

PALMA Cluster Campuses

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
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 "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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 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.
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•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. Insert Running Title 5
 SOCIALIZATION PROCESS
•Socialization is the process of learning the
roles, statuses and values necessary for
participation in social institutions.
•Socialization is a lifelong process.
•Role learning that prepares us for future
roles is termed anticipatory socialization.
(Brinkerhoff, D.,1989)
6
•Because of anticipatory socialization
most of us are more or less prepared for
our future roles like spouse, parent,
professional.
•The family is the most-important agent
of socialization.

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•Psychology tells us that the self-
concept formed during childhood
has lasting consequences.
•The school also an important agent
of socialization.

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 Education in Primitive Society
Brinkerhoof (1989) explains further:
•Preliterate persons faced the
problem of survival in an
environment that pitted them
against natural forces and wild
animals.
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•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.
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These life skills included:
1) Tool or instrument making,
2) Adherence to the moral
behavior code of group life
and
3) Language
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•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.
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•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. Insert Running Title 13
• 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.
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 THE KEY PERIODS IN EDUCATIONAL HISTORY
Key periods in Educational History, 1000 BC to A.D. 1600
HISTORICAL EDUCATIONAL CURRICULUM AGENTS INFLUENCES
GROUP OR GOALS OF WESTERN
PERIOD EDUCATION
Primitive To teach Practical skills Parents. Tribal Emphasis on
Societies group of hunting. elders. and the role of
7000B.C survival skills: Fishing. Food Priests. Informal
5000 B.C to cultivate gathering Education in
group stories. transmission
cohesiveness Myths. Songs, of Skills and
poems, and Values.
dances. Insert Running Title 15
HISTORICAL EDUCATIONAL CURRICULUM AGENTS INFLUENCES OF
GROUP OR GOALS WESTERN
PERIOD EDUCATION
GREEK1600 B.C. To cultivate Athenian:readin Athens:private Athens: The
300 B.C. civic g,writing,arithm teachers and concept of the
responsibility etic,drama, schools; well-rounded,
and identity music.physical Sophists; liberally
with city-State; educa-tion, philosophers educated
Athenian: to literature,poetr Sparta:Militaryt person Sparta:
develop well ySpartan: eachers, drill The concept of
rounded person drill,military sergeants the military
Spartan: to songsand state
develop tactics
soldiers and
military leaders
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HISTORICAL EDUCATIONAL CURRICULUM AGENTS INFLUENCES OF
GROUP OR GOALS WESTERN
PERIOD EDUCATION
Roman750 To develop Reading. Private Emphasis on
B.C. -AD. 450 sense of civic writing, schools and ability to use
responsibility arithmetic, teachers; education for
for republic Laws of schools of practical
and then Twelve rhetoric administrative
empire; to Tables, Law, skills: relating
develop Philosophy education to
administrativ civic
e and military responsibility
skills
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HISTORICAL EDUCATIONAL GOALS CURRICULUM AGENTS INFLUENCES OF WESTERN
GROUP OR EDUCATION
PERIOD

Arabic To cultivate Reading, Mosques; Arabic numerals

A.D. religious writing, court and
700— commitment mathemati schools computation; re-
A.D. to Islamic cs, religious entry of classical
1350 beliefs; to literature; materials on
develop scientific science and
expertise in studies medicine
Mathematics,
medicine, and
science
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HISTORICAL EDUCATIONAL CURRICULUM AGENTS INFLUENCES OF WESTERN
GROUP OR GOALS EDUCATION
PERIOD
Medieval To develop Reading, Parish, chantry, Establishing the
To develop religious writing, and cathedral structure, content,
A.D. 500 commitment, arithmetic, schools; and organization of
religious knowledge, liberal arts; universities; the university as a
A.D.1400 and philosophy, apprenticeship; major institution of
ritual; to re- theology: knighthood higher education;
establish social crafts, the
order; to military institutionalization
prepare tactics and and preservation of
persons for establish knowledge
appropriate social chivalry
roles
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HISTORICAL GROUP OR EDUCATIONAL GOALS CURRICULUM AGENTS INFLUENCES OF
PERIOD WESTERN EDUCATION

Renaissance To cultivate a Latin, Greek, Classical An emphasis

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

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HISTORICAL GROUP EDUCATIONAL CURRICULUM AGENTS INFLUENCES OF
OR PERIOD GOALS WESTERN
EDUCATION
Reformation To cultivate a Reading, Vernacular A commitment
A.D sense of writing, elementary to universal
1500 commitment to arithmetic, schools for the education to
-A.D a particular catechism, masses; provide literacy
1600 religious religious classical to the masses;
denomination; concepts and schools for the the origins of
to cultivate ritual; Latin upper classes school systems
general literacy and Greek; with
theology supervision to
ensure
doctrinal
conformity
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•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.
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• 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.
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•During the Medieval period, schools were
concerned with the development of religious
commitment, knowledge and ritual to establish
order.
•Renaissance period was a fervent period of
European cultural, artistic, political and
economic "rebirth" following the Middle Ages.
Education was focused on the rediscovery of
classical philosophy, literature and art.
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•The Reformation period had as for
its educational goals the cultivation
of a sense of commitment to a
particular religious denomination
and general literacy.

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 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.
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 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.
• During this period Children were provided more
vocational training but lesser academics. Teachers
were tribal tutors (Babaylan or Katalonan).
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 Spanish Era
• Education was formal and organized. It was
authoritarian in The nature.
• 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.
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 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. Insert Running Title 29
 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
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 (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 university status.
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 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.
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 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. Insert Running Title 33
•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.
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• 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.
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 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. Insert Running Title 36
 The Japanese Occupation
Aims of education during Japanese occupation:
• Make the people understand the position of the
Philippines asa 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
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• 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
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 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.
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• 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
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 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.
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• 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
of5 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
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• 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 Insert Running Title 43
• 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.
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• 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 NSECand integrated in all subject areas in both
curricula Implementation of New Secondary
Education Curriculum (NSEC)
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•R.A. 10157, Jan 20, 2012- Kindergarten
Act, an act institutionalizing the
kindergarten education into the basic
education system:

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

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 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...
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 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.
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 Our Core Values
Maka Diyos
Maka-tao
Makakalikasan
Makabansa

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 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:
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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 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.
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