HISTORICAL

FOUNDATION OF
EDUCATION
Prof. JOSHUANIE KRISTINE R. BALISI, LPT
 LEARNING OUTCOMES
At the end of the discussion, 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 foundation of
schools.
 ACTIVITY
Read the quote from the famous John Dewey.

“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.”
What is Education?
 EDUCATION AND SOCIETY
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.

Socialization is the “process of learning, the roles, statuses and

values necessary for participation in social institutions…” (Brinkerhoff, D.,
1998).
 EDUCATION AND SOCIETY
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).

“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).
 EDUCATION IN PRIMITIVE SOCIETY
Brinkerhoff (1989) explains further:
§ In primitive societies, preliterate persons faced the problems 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 skills that eventually became cultural
patterns.
 EDUCATION IN PRIMITIVE SOCIETY
These life skills included:
1. Tool or instrument making;
2. Adherence to the moral behavior code of group life; and
3. Language.
 KEY PERIODS IN EDUCATIONAL HISTORY
POINTS OF EMPHASIS ON EDUCATION IN HISTORY
HISTORICAL INFLUENCES ON
EDUCATIONAL
GROUP OR CURRICULUM AGENTS WESTERN
GOALS
PERIOD EDUCATION
To teach group survival Practical skills of Parents, tribal, Emphasis on the
Primitive
skills. To cultivate group hunting, fishing, elders, and priests. role of informal
societies
cohesiveness. food gathering, education in
stories, myths, transmission of skills
7000 B.C. –
songs, poems, and values.
5000 B.C.
dances.
To cultivate civic Athenian: reading, Athens: private Athens: the concept
responsibility and writing, arithmetic, teachers and of the well-rounded,
identity with city-state. drama, music, schools; Sophists; liberally educated
Greek physical education, philosophers. person.
Athenian: to develop literature, poetry.
1600 B.C. – well-rounded person. Sparts: military Sparta: the concept
300 B.C. Spartan: drill, teacher, drill of the military state.
Spartan: to develop military songs, and sergeants.
soldiers and military tactics.
leaders.
 KEY PERIODS IN EDUCATIONAL HISTORY
To develop sense of Reading, writing, Private schools and Emphasis on ability
Roman civic responsibility for arithmetic, laws of teachers; schools of to use education for
republic and them twelve tables, laws rhetoric. practical
750 B.C. – empire; to develop and philosophy. administrative skills;
A.D. 450 administrative and relating education to
military skills. civic responsibility.

To cultivate religious
Arabic numerals and
Arabic commitment to Islamic Reading, writing,
computations, re-
beliefs; to develop mathematics, Mosques; court
entry of classical
A.D. 700 – expertise in religious literature; schools
materials on science
A.D. 1350 mathematics, medicine scientific studies.
and medicine.
and science.
 KEY PERIODS IN EDUCATIONAL HISTORY
To develop religious Reading, writing, Parish, chantry, and Establishing the
commitment, arithmetic, liberal cathedral schools; structure content,
knowledge, and ritual; arts, philosophy, universities; and organization od
Medieval to re-establish social theology, crafts; apprenticeship; the university as a
order; to prepare military tactics and knighthood. major institutions of
A.D. 500 – persons for appropriate chivalry. higher education;
A.D. 1400 roles. the
institutionalization
and preserve of
knowledge.
An emphasis on
To cultivate a humanist Classical humanist
literacy knowledge,
Renaissance who was expert in the educators and
Latin, Greek, excellence and style
classics-Greek and schools such as
classical literature, as expresses in
A.D. 1350 – Latin; to prepare lycee, gymnasium,
poetry and art. classical literature; a
A.D. 1500 courtiers for service and Latin grammar
two-track system of
to dynastic leaders. school.
schools.
 KEY PERIODS IN EDUCATIONAL HISTORY
To cultivate a sense of Reading, writing, Vernacular A commitment to
commitment to a arithmetic, elementary schools universal education
particular religious catechism, religious for the masses; to provide literacy to
Reformation
denomination; to concepts and rituals; classical schools for the masses; the
cultivate general Latin and Greek; the upper classes. origins of school
A.D. 1500 – literacy. theology. systems with
A.D. 1600 supervision to
ensure doctrinal
conformity.
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
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 household chores.
§ Children were prepared more vocational training but lesser
academics.
§ Teachers were tribal tutors (Babaylan or Katalonan).
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
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.
§ Wealthy Filipinos or the ilustrados were accommodated in the schools.
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
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.
§ 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.
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
EDUCATION DURING THE AMERICAL REGIME 1898-1946
§ The Americans promoted democratic ideas 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.
§ In May 1998, the first American school was established in
Corregidor, and shortly after the capture of Manila in 1899, seven
schools were opened in the city. (Political Constitution of 1899).
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
EDUCATION DURING THE AMERICAL REGIME 1898-1946
§ Training was done through the schools both public and secular mannered
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.
1. The first level considered a four-year primary.
2. Three-year intermediate or seven-year elementary curriculum.
3. The second level was a four-year junior college and later a four-year
program.
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
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.
§ 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.
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
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 Orders No. 263 in (1990) 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 HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
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 at 7.
§ National support for elementary education.
§ Compulsory attendance 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 HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
THE JAPANESE OCCUPATION
§ Make the people understand the position of the Philippines as a 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.
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
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 on June 15, 1954.
§ A daily flag ceremony was made compulsory in all schools including singing of
the National Anthem pursuant to R.2. 1265 approved on June 11, 1955.
§ Curricular offering in all schools, the life, the works and writing 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 HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
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.
§ 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 by President Corazon C. Aquino renamed Ministry of Education, Culture and
Sports (DECS) in 1987.
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
§ Creation of the Board for Professional Teachers composed of 5 under Philippine
Regulation Commission (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 trifocalization education system focused 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.
 THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
§ 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 the field officers (regional offices, division offices, district offices and
schools).
§ R.A. 9155 provide the 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 HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM
§ 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).
§ R.A. 10157, January 20, 2012 - Kindergarten Act, an act institutionalizing the
kindergarten 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) 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.
What was considered important in each
historical period of the country was also
the focus or direction of the education
of the Filipino?
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.
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 of Higher Education
 Why do we have to bother with the
educational goals of the past and so
we can no longer undo?
 PHILO-PORT
You may use library or internet to find information about the assigned philosophers. The
information presented in the PowerPoint should highlight the areas given below:

1. Time/place
2. Characteristics of the time period.
3. Cultural beliefs about education.
4. Who received an education?
5. What were the prevailing attitudes towards children?
6. What was the person's contribution to the field of education?
7. How was the person a reflection of his or her times?
8. How did the person change education for future generations?

You will present your information next meeting in a 5 to 10 minutes presentation.

The individual marks will be given based on your presentation to students in the class, language,
share in the presentation, body language, etc.