HISTORICAL

FOUNDATION OF
EDUCATION
Here starts the
lesson!
“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”
19
ship. P
- JOHN DEWEY leader
1. What is the function of schools
according to John Dewey’s statement?
2. Who create schools?
3. what is the
relationship between
schools and society?
Education or
school
Society seeks to
Institution preserve itself.
created by SOCIETY By maintaining it functions
where education is a and institutions.
function of society.
 This is called the
Socialization process
It is a process of learning the
roles, statuses and values
necessary for participation in
social instruction.
(Brinkerhoff, D.,1989)
• Socialization is a lifelong
process
• Anticipatory Socialization
- Term for role learning
that prepares us for
future roles.
(Brinkerhoff, D., 1989)
 Family is the most important
Because of agent of socialization.
anticipatory
socialization most of
us are more or less
prepared for our
future roles like
spouse, parent,
professional teacher.
“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”
- Breinkerhoff, D.,
1989
 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.
 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
 Education in Primitive
Society
● Preliterate persons faced the problem of survival in an
environment that pitted them against natural forces and wild
animals.

● To transform a hostile environment into one that is life-

sustaining, humankind developed life skills that eventually
became cultural patterns.
 Life skills
● Tool or instrument making

● Adherence to the moral behavior code of

group life.

● Language

“For cultural patterns to continue”

Socialization - is the process by
which individuals internalize the
norms and valuse of society an so
social and cultural continuity are
attained.
This is also informal education in
action.
Human beings could greate, use and
manipulate symbols. They could
comminicate with one another
through gestures, sounds and words.
 Key Periods in
Educational History
Key Periods in Educational History, 1000 BC to A.D. 1600

Historical Educational Curriculum Agents Influences on

Groups or Goals Western
Period Education

Primitive To teach Practical skills Parents, tribal Emphasis on

Societies group survival of hunting, elders, and the role of
7000 B.C. – skills; to fishing, food priests informal
5000 B.C. cultivate gathering, education in
group stories, transmission
cohesiveness myths, songs, of skills and
poems, values
dances
Greek To cultivate civic
responsibility and
Athenian: reading,
writing,
Athens: Private
teacher and
Athens: The
concept of the
1600 B.C. – identity with city- arithmetic, drama, schools; Sophists; well-rounded,
state; music, physical philosophers liberally educated
300 B.C. Athenian: to education, person
develop well- literature, poetry Sparta: military
rounded person teachers, drill Sparta: the
Spartan: to Spartan: drill, sergeants concept of the
develop soldiers military songs and military state
and military tactics
leaders

Roman To develop sense

of civic
Reading, writing,
arithmetic, Laws
Private schools
and teachers;
Emphasis on
ability to use
750 B.C. responsibility for of Twelve Tables, schools of rhetoric education for
republic and then law, philosophy practical
A.D. 450 empire; to administrative
develop skills; relating
administrative and education to civic
military skills responsibility
Arabic To cultivate Reading, writing, Mosques; courts; Arabic numerals
religious mathematics, schools and computation;
A.D. 700 - commitment to religious, literature, re-entry of classical
A.D. 1350 Islamic beliefs, to scientific studies materials on
develop expertise in science and
mathematics, medicine
medicine, and
science

Medieval To develop religious

commitment,
Reading, writing,
arithmetic, liberal
Parish, chantry, and
cathedral schools;
Establishing the
structure, content,
A.D. 500 – knowledge, and arts; philosophy, universities; and organization of
A.D. 1400 rituals; to re- theology; crafts; apprenticeship; the university as a
establish social military tactics and knighthood major institution of
order; to prepare chivalry higher education;
persons for the
appropriate roles institutionalization
and preservation of
knowledge
Renaissance To cultivate a Latin, Greek, Classical humanist An emphasis on
humanist who was classical literature, educators and literary knowledge,
A.D. 1350 – expert in the poetry, art school such as excellence, and
A.D. 1500 classics – Greek lycee, gymnasium, style as expressed
and Latin; to Latin grammar in classical
prepare courtiers school literature; a two-
for service to track system of
dynastic leaders schools

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

of commitment to arithmetic, elementary universal
A.D. 1500 – a particular catechism, schools for the education to
A.D. 1600 religious religious concepts masses; classical provide literacy to
denomination; to and ritual; Latin schools for the the masses; the
cultivate general and Greek; upper classes origins of school
literacy theology systems with
supervision to
ensure doctrinal
conformity
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 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 concern of
education was to cultivate religious
commitment to Islamic beliefs.
Medieval period, school 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.
Reformation period has as for its
educational goals the cultivation of
a sense of commitment to a
particular religious denomination
and general literacy.
The History of Philippine
Educational System
Education during the Pre-colonial Period

Education was informal and unstructured, decentralized.

Father –Son Mother-Daughter

 Look for food
 Household Chores
 Other means of Livelihood
Education during the Pre-colonial Period

Teachers were tribal tutors (Babaylan or Katalonan).

Education During the Spanish Era

Education was formal and organized.

It was authoritarian in nature.

Spanish
Tribal Tutors
Missionaries
Education During the Spanish Era

Parochial school

Religion-oriented (Christian doctrines, sacred

songs and music, prayers)

There was a separate school for boys and girls.

“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.

Establishment of elementary schools in

the whole country.

Religion is the core of the curriculum.

The Educational Decree of 1863

Reading, writing, arithmetic, history Christian doctrine,

Spanish language, vocal music, agriculture, needlework
 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.
 Education during the American Regime 1898-1946

Malolos Constitution- free and

compulsory elementary education

 1898- The first American school was

established in Corregidor

1899- sevens schools opened in

Manila.
 Education during the American Regime 1898-1946

Training was done through the schools

both public and secular manned by
Chaplains and Military Officers of the
US Army.

Thomasites (August 23, 1901)

The University of the Philippines was

founded in 1908.
Education during the American Regime 1898-1946

Department of Public Instruction

Three Levels of School System

 Four-year primary and three year intermediate or seven-year

elementary curriculum.

 Four-year junior college

 Four year program.

The Commonwealth Period (1935-1942)

Free education in public schools- 1935

Constitution

Vocational and some household activities

Good Manners and Discipline

Nationalism
The Commonwealth Period (1935-1942)

The institute of private education was

established in order to observe private
schools.

Formal adult education

The Commonwealth Period (1935-1942)

Executive Order No. 134 (of 1936)

was signed by Pres. Manuel L.
Quezon designating Tagalog as our
National Language.
The Commonwealth Period (1935-1942)

Executive Order No. 217 – Quezon

Code of Ethics

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 Commonwealth Period (1935-1942)

The Education Act of 1940 (CA. 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 Commonwealth Period (1935-1942)

The Education Act of 1940 (CA. 586) was

approved by the Philippine Assembly on August 7,
1940, which provided for the following:

Compulsory attendance of primary children

enrolled in Grade
Adoption of double-single sessions in the primary
grade with one teacher one class assignment of
intermediate teachers
The Japanese
Occupation
 Make the people understand the position
of the Philippines as member of the East
Asia Co-Prosperity Sphere.

 Eradication of the Idea of reliance upon

western states particular in Us and Britain.

 Fostering a new Filipinoi culture based on

the conciousness of the people as
Orientals.
 Elevating the Moral of the People giving
up over emphasis on materialism

 Disffusion 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 people the love of labor.

Post-Colonial Philippines
 Education aimed a the full of realization of
the demosrtaic ideals and way of life.

 The Civil Service Eligibility of teachers

was made permanet pursuant to R.A 1079
in June 15, 1954
 A daily flag ceremony was made
compulsory in all schools of the National
Anthem pursuant to R.A 1265 approved
on June 11, 1955

 Curricular offerings in all schools the life,

the works and writingsof Jose Rizal.

 Elementary Education was nationalized

and mtriculation fees were abolished.
 Magna Carta for teachers was passed into
law by virtue of R.A 4670
Other Development
integration of values in all learning areas.

emphasis on master learning

YDT and CAT inyroduced as new courses

Media of instruction-bilingual Education
Policy.
 Act of 1982, created the Ministry
Education Culture and Sports

 NCEE - National College Education

introduced - Executive Order NO. 117-
President Corcazon C. Aquino renamed
Ministry Education Culture and Sports
(DECS) in 1987.
 Creation of Board for Profesional Teacher
composed of 5 under PRC.

 Replacement of PBET ( Professional

Board Examination fo Teacher ) by LET
( Lisencure Examination for Teachers

 Transfer of authority of administering the

LET from CSC and DECS to the Board of
Professional Teachers under PRC.
 Trifocalixzation of Education System.

 The trifocal education system refocused

DECS
TESDA ( Technical Education and Skills
Developemnt Act of 1994)

 Ched is responsible for higher education

R.a 7722- Higher Education Act of 1994.
• In August 2001, Reoublic Act 9155,
otherwise the Governance of Basic
Education was passed transfroming the
name DECS to the DepEd.

• R.A 9155 provide the overall framewrok

for school head empowerment by the
strengthening their leadersgip and role
and school based management.
 Governance of Basic Education Act (R.A
9155 ) was passed remaning the DECS
and DepEd.

 Values Education is offered a seperate

subject in NSEC and integraded in all
subject areas in both curricula-
implementation of New Secondary
Education Curriculum (NSEC)
 R.A 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 12
years of basic education.
 6 years of primary education
 4 years of secondary education
 2 years of Senior Highschool (SHS)
The Varied Goals of Education in
Different Historical Periods of the
Philippine History
 Students were given
1. Pre-colonial
vocational training but
Period
lesser academics.
 School focused on
2. Spanish religious formation to
Period help them live the
Christian faith.
 Educated the Filipino to
3. Americam become good citizens of
Period a democratic country.
4. Japanese Japanese regime taught
Period them love of labor.
 Educational system was
5. Post- devoted to the following
colonial goals;
Period
 1. Foster love of country.
2. Teach the duties of citizenship.

3. Develop moral character self-disicipline.

4. scientific; technological and vocational

efficiency.
The present DepEd vision and mission statement
and core values and the fourth mission of
Commission on Higher Education add light to
the present goals of Philippine Education.
 Four Mission of Commission on Higher Education

1. Values reflective of a humanist orientation.

2. Analytical and problem solving skills.
3. The ability to think things through the ethical and
social implication of a given source of action.
4. The competency to learn continuously throughout-
life.
 We dream of Filipinos
who passionately love their country
The DepEd and whose values and competencies
Vission enable them to realize their full
potential
and contribute meaningfully to
building the nation.
 To protect and promote the right of
The DepEd every Filipino to quality, equitable,
Mission 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.
 Maka-Dioys
Our Core Maka-tao
Values Makakalikasan
Makabansa
 The Importance of Studying
History of Education
1. Educational issues and problems are often rooted in
the past.
2. Realistic effort to reform education begin with
present conditions which are a product of our past.
3. The study of education’s past provides a
perspective that explains and illuminates our present
activities as teachers.
THANK
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