CHAPTER } Historical Foundation of Education va 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 3tvting facts from education history in the world and in the P\ .ippines + 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: “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Chapter 2 - Historical Foundation of Education EQ Ene eee Answer the following questions: 1, What fs the function of schools according to John Dewey's statement? 2. Who creates schools? 3. What is the relationship between schools and society? io 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 Jchn 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 socialization. (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 -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 Teacher and the Community, School Culture and Organizational Leadership 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.Chapter 2 ~ Historical Foundation of Education 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. 1600 Historical [Educational | Curriculum Agents Influences Group or —_| Goals ‘on Western Period _| Education Primitive | Toteach group | Practical skills of | Parents, tribal Emphasis on the societies | survival skills; to | hunting, fishing, | elders, and priests | role of informal | 7000 B.C— | cultivate group | food gathering education in 5000 B.C. cohesiveness | stories, myths, | transmission of songs, poems, | skills and values dances Greek To cultivate civic | Athenian: reading, | Athens: private | Athens: The 1600 B.C. — | responsibility and | writing, arithmetic, | teachers and concept of the 300B.C. __| identity with city | drama, music, _| schools; Sophists; _| well-rounded, state; physical educa- | philosophers liberally educated tion, literature, : person Athenian: to eat Sparta: military develop well- teachers, drill ser- | Sparta: The rounded person | Spartan: drill, geants concept of the military songs and military state Spartan: to tactics develop soldiers and military leaders Roman To develop Reading, writing, | Private schools and | Emphasis on 750.B.C.- | sense of civic | arithmetic, Laws _| teachers; schools of | ability to use AD.450 | responsibility | of Twelve Tables, | rhetoric education for republic and _| law, philosophy for practical then empire; administrative to develop skills; relating administrative ‘education to civic and military skills responsibiltyThe Teacher and the Community, School Culture and Organizational Leadership Educational Influences Group or Goals on Western Period : Education ‘Arabic To cultivate Reading, writing, | Mosques; court —_| Arabic numerals AD.700—__| religious mathematics, schools and computation; A.D.1350 | commitment to _| religious literature; re-entry of Islamic beliefs; | scientific studies classical to develop ‘materials on expertise in science and mathematics, medicine medicine, and science Medieval To develop Reading, writing, | Parish, chantry, and | Establishing AD.500— | religious arithmetic, liberal | cathedral schools; _| the structure, A.D.1400 commitment, arts; philosophy, i content, and knowledge, and _| theology; crafts; ‘organization of ritual; to re- military tactics and the university as establish social | chivalry ‘@ major institution order; to prepare ‘of higher educa- persons for tion; the institu- appropriate roles tionalization and preservation of knowledge Renaissance | To cultivate a Latin, Greek, Classical humanist | An emphasis AD. 1350— | humanist who | classical literature, | educators and oniterary ‘AD. 1500 | was expert in the | poetry, art schools suchas __| knowledge, classics—Greek lycee, gymnasium, | excellence, and Latin; to Latin grammar and style as, prepare courtiers school expressed for service to in classical dynastic leaders literature; a two- track system of ‘schools Reformation | To cultivate a Reading, writing, | Vernacular elemen- | A commitment A.D. 1500— | sense of com- arithmetic, cate- | tary schools for the | to universal AD. 1600 mitment to a par- | chism, religious masses; classical _| education to ticular religious | concepts and ‘schools for the provide literacy to denomination; to | ritual; Latin and | upper classes the masses; the cultivate general | Greek; theology origins of school literacy systems with supervision to ensure 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 concen 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 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. 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 this question 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.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 ilustrados were accommodated in the schools. 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 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.Chapter 2 ~ Historical Foundation of Education 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 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 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‘The Teacher and the Community, Schoo! Culture and Organizational Leadership - 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 - 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. Rs. |44¢ - Elementary education was nationalized and matriculation fees were abolished. - Magna Carta for Teachers was passed into law by virtue of R.A. 4670Chapter 2 — Historical Foundation of Education 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 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.‘The Teacher and the Community, School Culture and Organizational Leadership = 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) - RA. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing the kindergarten education into the basic education system - 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:Chapter 2 — Historical Foundation of Education 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: 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.The Teacher and the Community, Schoo! Culture and Organizational Leadership 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 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. 1. Why was the focus of education different for different groups of people in 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 ¢) post-colonial period?Chapter 2 — Historical Foundation of Education 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? 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 Ellaine Terrazola Senator Joel Villanueva on Tuesday prodded the Department of Labor and Employment (DOLE) and other concemed 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 Senate committee on labor, employment, and human resources development, made the appeal as he called anew on the government to make sure 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.‘The Teacher and the Community, School Culture and Organizational Leadership 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? BEC VG * Education and school are 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. f Check for Understanding 1. In not more than two sentences, state the relationship of society and schools. 2. What is meant by socialization as a function of schools? 3. Can school change the socializing effect of family, the primary agent of socialization? Can an excellent school undo the socializing effect of an extremely deprived home? 4. In the Philippines, was education a privilege enjoyed by all Filipinos since the pre-colonial period? Why or why not? 5. Was the National College Entrance Examination (NCEE) in support of equal access to quality education? Why was it abolished when it did exactly what Filipinos then wanted?Chapter 2 — Historical Foundation of Education ores 1, Should college education be for all? Or should it be given only to those who are intellectually capable of college education? Those who are not should be directed to technical education. Isn't giving access to college education for one who is not intellectually capable a waste of time and resources? Was that not the very purpose of the National College Entrance Examination then - to redirect to techvoc courses those who were not capable of a college course? Write your reflections. 2. Should we bring back the NCEE? Why or why not? 3. Of the developments in Philippine education in the post- colonial period, which to you is most important? 1. In the Philippines, education from elementary to secondary education is free. What law made tertiary education free? Research on the tertiary education of other countries. Is it also free, or “only in the Philippines?” Share your findings in class. 2. Life skills were taught to primitive society. Are these, life skills for primitive society the same life skills for the 21st Century? Find out‘The Teacher and the Community, School Culture and Organizational Leadership See 1, Education is a function of society. What does this imply? I. Citizens are taught what society considered most important. Il Society determines curriculum to be taught. Ill. Those in education taught what they believed should be taught regardless of society’s need. A. I only C. I and II B. I and II D. I only 2. If education is a function of society then it has to be A. relevant C. for a selected few B. complete D. free 3. Complete the analogy. Athenian education: well-rounded development of individuals Spartan education: A. military training B. religious formation C. liberally educated D. wholistically developed person 4. While the Japanese taught the Filipinos love for labor, the Americans taught the Filipino A. citizenship in a democratic country B. survival skills C. love for country D. dignity of labor 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 D. Developing the socialite to remain forever young