Group

H is t o
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Foun ical r
d at io
Educ n
a t i on of

Ch a p
te r 2
 Ob jec tives

At the end of this Chapter,

You should be able to :
State the relationship of the 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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 S C H O O L
E D U CA T I ON /

 Institution created by the

society- to assure survival
and convenience.
ADD A FOOTER 3
 “ 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 instruments
of effective self-direction, we
shall have the deepest and best
guaranty of a longer society
John Dewey which is worthy , lovely, and
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harmonious.”
 ia li za ti o n
So c

Is the “process of Learning the roles,

statuses and values necessary for
participation on social institutions..”

Brinkerhoff, D. 1989
5
 ip at o r y
Antic io n
z a t
Socialo
Role learning that prepares
us for the future roles like
spouse, parent, or such
professional
Brinkerhoff (1989) 6
 t io n in
Educa oc iet y
it iv e S
Prim
Brinkenhoff explain further :

Life Skills were important during those times as they facing the problem
of survival in an environment by developing skills. It eventually became
cultural patterns.

 These life skills include :

 Tool or Instrument Making

 Adherence to the moral behavior code of group life
 Language 7
Key Periods in
educational
history 8
Primitive Societies
7000 B.C – 5000 BC

9
 Primitive Societies
7000 B.C – 5000 BC Curriculum
Practical Skills of hunting,
Educational Goals Fishing,food
To teach group survival gathering,stories, myths,
skills ; to cultivate group songs, poems, dancers
cohesiveness
Influence on Western
Education
Agents  Emphasis on the role of
Parents, tribal , elder informal education in
and priests transmission of skills and
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values
 GREEK

GREEK 1600 B.C –

1600 B.C – 300 B.C

300B.C

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 Greek
1600 B.C – 300 B.C Curriculum
 Athenian ; reading, writing
arithmetic, drama, music, physical
Educational Goals education, literature, poetry
 To cultivate civic responsibility  Spartan ; drill, military, songs and
and identity with city-state; tactics
Athenian; to develop well
rounded person Influence on Western Education
Spartan ; to develop soldiers  Athenians ; The well concept of
and military leaders the well-rounded, liberally educated
person
Agents  Spartan; The concept of the
 Athenian ; Private teachers and schools, military state
sophists; pholosophers
 Spartan ; military teachers, drill sergeants 12
 ROMAN
750B.C. – A.D. 450
ADD A FOOTER 13
 ROMAN
750 B.C. – A.D. 450 Curriculum
 Reading , writing, arithmetic, Laws
of twelve Tables, law, philosophy
Educational Goals
 To develop sense of civic
responsibility for rep[ublic and
then empire;
Influence on Western Education
 To develop administrative and  Emphasis on ability to use
military skills education for practical
administrative skills; relating
education to civic
responsibility
Agents
 Private schools and teachers ,schools
of rhetoric 14
 ARABIC
A.D. 700 - A.D. 1350

ADD A FOOTER 15
 ARABIC
A.D. 700 – A.D. 1350
Educational Goals
 To cultivate religious
commitment to Islamic beliefs;
 To develop expertise in
mathematics, medicine, and
science
Agents
 Mosques; court schools
Curriculum
 Reading , writing, mathematics,
religious literature; scientific studies
Influence on Western Education
 Arabic numerals and
computation; re-entry of
classical materials on science
and medicine
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ADD A FOOTER
MEDIEVAL 17

A.D 500 – A.D. 1400

 MEDIEVAL
A.D. 500 – A.D. 1400 Curriculum
 Reading , writing, arithmetic, liberal
arts, philosophy, theology; crafts;
Educational Goals military tactics and chivalry
 To develop religious
commitment, knowledge, and
ritual; Influence on Western Education
 To establish social order;  Establishing the structures,
 to prepare persons to appropriate content, and organization of
roles the university as a major
Agents institution of higher education
 Parish, chanty and cathedral schools; ands preservation of
universities; apprenticeship; knowledge
knighthood
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ADD A FOOTER
RENAISSANCE 19

A.D 1350 – A.D. 1500

 RENAISSANCE
A.D. 500 – A.D. 1400 Curriculum
 Latin , Greek, classical literature,
poetry, art
Educational Goals
 To cultivate a humanist who was
expert in the classics—Greek and
Latin Influence on Western Education
 To prepare courtiers for service  An emphasis on literary knowledge,
to dynastic leaders excellence, and style as expressed in
classical literature; a two track
system of schools
Agents
 Classical humanist educators and
schools such as lycee, gymnasium,
Latin grammar school
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 REFORMATIOM
A.D. 1500 – A.D. 1600

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 REFORMATION
A.D. 1500 – A.D. 1600
Educational Goals
 To cultivate a sense of
commitment to a particular
religious denomination;
 To cultivate general literacy
Agents
 Vernacular elementary schools for
the masses; classical schools for
the upper classes
Curriculum
 Reading, writing, arithmetic,
catechism, religious concepts and
ritual; Latin and Greek ;Theology
Influence on Western Education
 A commitment to universal
education to provide literacy to
the masses;
 The origins of school systems with
supervision to ensure doctrinal
conformity
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The History Of The
Philippine
Educational System

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EDUCATION DURING PRE-
COLONIAL PERIOD

Informal and unstructured, and

decentralized.
Fathers taught their sons on how to look
for food and livelihood,
Mothers taught their daughter on
household chores.
Children were provided with vocational
trainings.
Babaylan were the tribal tutors/teachers
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EDUCATION DURING SPANISH
ERA

Education was formal and Organized.

Spanish missionaries as teachers.
Students attend formal schooling in
parochial schools and was religion
oriented.
There was a separate school for boys
and girls.
Wealthy Filipinos or illustrados were
accommdated in the school
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 DURING SPANISH ERA
EDUCATIONAL DECREE OF
1863

This law gave Filipinos a complete system of

education from elementary to collegiate level.
Establishment of elementary schools in all
municipalities in the country.
Subjects included aside from the religion
curriculum are reading, writing, arithmetic,
Spanish language, vocal music, agriculture boys
and needle work for girls.
Attendance for school was compulsory between
the ages of 7 and 12.
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EDUCATION DURING American
regime 1898-1946

Americans promoted democratic ideas

and democratic way of life.
 A system of free and compulsory
elementary. education was established by
the Malolos Constitution.
Schools maintained by Spaniards during
their occupation were closed, but re-
opened on August 29 1898 by the
Secretary of Interior.
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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 be like sewing, cooking and farming
were given importance.
Education emphasis nationalism.
Good manners and discipline were taught to
students.
The Institute of Private Education was
established in order to observe private schools.
Formal adult education was also given. 28
THE COMMONWEALTH
PERIOD (1935-1942)

 EXECUTIVE ORDER NO. 134 (1936)- Was sign by

president Manuel L. Quezon designating TAGALOG as
our National Laguage
 EXECUTIVE ORDER NO. 217- Known as the Quezon
Code of Ethics was taught at schools.
 EXECUTIVE ORDER NO. 263 (1940)- required the
teaching of Filipino national Language in the senior year
of all high schools and in all years in the normal schools.
 EDUCATIONAL ACT OF 1940 – Approved by the
Philippine assembly which provides;
• Reduction of 7 year elementary course to 6 years.
• Fixing the school entrance age at 7.
• National support for Elementary Education. 29
JAPANESE OCCUPATION

Aims of Education during Japanese Occupation

 Make the people understand the position of PHIL. As a

member of the East Asia Co- Prosperity Sphere.
 Eradication of the idea of reliance upon Western State
particularly the US and Great Britain.
 Fostering a new Filipino culture based on the conciousnes of
the people as Orientals.
 Elevating the normal 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 laguange in the
Philippines and the termination of the use of English in
Schools. 30
 Developing in the people the love of labor.
POST- COLONIAL PHILIPPINES

 Education aimed at the full realization of the

democratic ideals and way of life.
 The Civil Service Eligibility of Teachers was made
permanent pursuant to RA 1079 in June 15 1954.
 A daily flag ceremony was made compulsory in all
schools including the Singing of the National
Anthem pursuant to RA 1265 approve on June 11
1955.
 Curricular offerings in all Schools, the life and
works of Rizal shall be included in all levels.
 Elementary education was nationalized and
matriculation fees were abolished.
 Magna Carta for Teachers was passed in Law.
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POST- COLONIAL PHILIPPINES

Other Developments;  Transfer of authority of administering the LET

from PRC.
 Integration values in all learning areas.  Trifocalization of Educational System
 Emphasis on mastery learning. -DECS mandate basic education,
 YDT and CAT introduced as new Courses TESD(TESD ACT OF 1994) mandates the
Mediaof Education Culture and Sports. manpower training and CHED (Higher
 NCCE- National College Entrance Education Act of 1944) who is responsible of
Examination was introduce higher education.
 Executive Order No. 117 – Pres. Cory Aquino  RA 9155 – Basic education Act of 2001.
renamed the Ministry of education, Culture  Values of education offered as separate
and Sports (DECS) in 1987. subject in new secondary elementary
 Creation of the Board for Professional Curriculum.
Teachers.  RA 10157 – Kindergarten Act
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 Replacement of BPET by LET.  RA 10533 – K-12 Program.
 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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 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 steward of the institution, ensure an enabling and supportive
environment for effective learning to happen.

Family, Community and other stakeholders are actively engage and shre responsibility for 34
developing life-long learners
Core Values
Maka –Diyos
Maka-tao
Makakalikasan
Makabansa
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Quiz

1. Education is a function of society. What does this imply ?

I. Citizens are taught what society considered most important.

II. Society determines curriculum to be taught.
III.Those in education taught what they believed should be taught
regardless of society’s need.

A. I only C. II and III

B. I and II D. III only

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 Quiz

2. If
education is a function of Society then it has to
be_______.

A. relevant C. for a selected few

B. complete D. free

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 Quiz
3. Completethe analogy. Thenian education: well-
rounded development of Individuals , Spartan
education:_________

A. Military training
B. religious formation
C. Liberally educated
D. holistically develop person 38
 Quiz
4. While
the Japanese taught the Filipinos love of labor ,
the Americans taught the Filipino_______.

A. citizenship in a democratic country

B. survival skills
C. love for the country
D. dignity of labor
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 Quiz
5. Schools
are tasked for socialization. Which is a
CORRECT explanation of socialization?

A. Developing the young to become socialite

B. Learning the roles, statuses and values necessary for

participation in society

C. Developing speaking and relating skills

40

D. Developing the socialite to remain forever young