Historical Foundation of Education (if you want the MS Powerpoint file of this presentation, just email me at gepfelaire@gmail.com)

1. HISTORICAL
FOUNDATION OF
EDUCATION
Gheff Corpuz
Khail Bryan Berbano
CHAPTER 2
Jimmerson Rebultan
Mel Cristian Rabara
THE TEACHER AND THE COMMUNITY,
SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP

2. ABSTRACTION
• Education or school is an institution
created by society. It is a function of
society and as such arises from the
nature and the 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.

3. SOCIALIZATION
• It is the process of “learning the roles, statuses and
values necessary for participation in social institutions.
(Brinkerhoff, 1989)
• Anticipatory Socialization – role learning
that prepares us for future role like spouse,
parent, or such professional.

4. EDUCATION IN PRIMITIVE SOCIETY
• Brinkerhoff explains further;
o Life skills were important during those
times as they are facing the problem of
survival in an environment. By developing
this skills, it eventually became cultural
patterns.
o These Life Skills included
1. Tool or Instrument Making
2. Adherence to the moral
behavior code of group life
3. Language

5. EDUCATION IN PRIMITIVE SOCIETY
The Early humankind;
• Found security in group life
• Children observed and learned from the elders
This is socialization – a function of education in society, the process
by which individuals internalize the norms and values of society. This
is also informal education in action.

7. 7000 – 5000 B.C PRIMITIVE
SOCIETIES
EDUCATIONAL GOAL
• To teach group survival skills; to
cultivate group cohesiveness
CURRICULUM
• Practical skills of hunting, fishing, food
gathering, stories, myths, songs,
poems and dances.
AGENTS
• Parents, tribals, elders and priests.
INFLUENCES ON WESTERN
EDUCATION
• Emphasis on the role of informal
education in transmission of skills and
values

8. 1600 B.C – 300 BC GREEK
EDUCATIONAL GOAL
• To cultivate civic responsibility and
identity with city-state
• ATHENIAN – to develop well rounded
person
• SPARTAN –to develop soldiers and
military leaders
CURRICULUM
• ATHENIAN – reading writing,
arithmetic, drama, music, physical
education, literature, poetry
• SPARTAN – military songs, drills and
tactics
AGENTS
• ATHENS – private teachers and
schools; Sophist philosophers
• SPARTA – military teachers, drill
sergeants .
INFLUENCES ON WESTERN
EDUCATION
• ATHENS – the concept of well
rounded, liberally educated person
• SPARTA – the concept of military state

9. 750 BC – AD 450 ROMAN
EDUCATIONAL GOAL
• To develop sense of civic
responsibility for republic and then
empire; to develop administrative
and military skills CURRICULUM
• Reading, writing, arithmetic, laws of
twelve tables, law, philosophy.
AGENTS
• Private schools and teachers; schools
of rhetoric. INFLUENCES ON WESTERN
EDUCATION
• Emphasis on ability to use education
for practical administrative skills,
relating to civic responsibility.

10. AD 700 – AD 1350 ARABIC
EDUCATIONAL GOAL
• To cultivate religious commitment to
Islamic beliefs, to develop expertise
in math, medicine and science.
CURRICULUM
• Reading, writing, math, religious
literature, scientific studies.
AGENTS
• Mosques, court schools.
INFLUENCES ON WESTERN
EDUCATION
• Arabic numerals and computation; re-
entry of classical materials on science
and medicine

11. AD 500 – AD 1500 MEDIEVAL
EDUCATIONAL GOAL
• To develop religious commitment,
knowledge, and ritual; to re-establish
social order; to prepare persons for
appropriate roles.
CURRICULUM
• Reading,writing, arithmetic, liberal arts,
philosophy, thelogy; crafts; military
tactics and chivalry.
AGENTS
• Parish, chantry and cathedral schools;
universities, apprenticeship;
knighthood INFLUENCES ON WESTERN
EDUCATION
• Establishing the structure, content and
organization of the university as a
major institution of higher education;
the institutionalization and

12. AD 1350 – AD 1500 RENAISSANCE
EDUCATIONAL GOAL
• To cultivate a humanist who was
expert in the classics – Greek and
Latin; to prepare counters for service
to dynasty leaders.
CURRICULUM
• Latin, Greek, Classical literature,
poetry, art
AGENTS
• Classical humanist educators and
schools such as lycee, gymnasium,
Latin grammar school. INFLUENCES ON WESTERN
EDUCATION
• An emphasis on literary knowledge,
excellence, and style as expressed in
classical literature; a two-track system
of schools.

13. AD 1500 – AD 1600 REFORMATION
EDUCATIONAL GOAL
• To cultivate a sense of commitment
to a particular religious
denomination, to cultivate general
literacy.
CURRICULUM
• Reading, writing, arithmetic,
catechism, religious concepts and
ritual, Latin and Greek; theology.
AGENTS
• Vernacular elementary schools for
the masses; classical schools for the
upper class. INFLUENCES ON WESTERN
EDUCATION
• A commitment to universal education
to provide literacy to the masses; the
origins of school systems with
supervision to ensure doctrinal

14. TO SUM IT UP…
• 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, what mattered the most was the rounded development of
every individual while the Spartan, it was the development of soldiers and
military leaders.
• For the early Romans, schools needed to develop a sense of civic responsibility
responsibility and to develop administrative and military skills.
• For the ancient Arabic world where Islam rose, the most important concern of
education was to cultivate religious commitment to Islamic Beliefs.

15. • 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.

17. EDUCATION DURING THE PRE-COLONIAL PERIOD
• Informal and unstructured, decentralized.
• Fathers taught their sons on how to look for food
and livelihood.
• Mothers taught their daughters on household chores.
• Children were provided with vocational trainings.
• Babaylan were the tribal tutors/teachers.

18. EDUCATION DURING THE SPANISH ERA
• Education was formal and organized.
• Spanish missionaries as the teachers.
• Students attend formal schooling in parochial schools and was religion
oriented.
• There was a separate school for boys and girls.
• Wealthy Filipinos or the illustrados were accommodated in the school.

19. EDUCATION DURING THE 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 for
boys and needlework for girls.
- Attendance in school was compulsory between the ages of 7 and 12.

20. EDUCATION DURING THE AMERICAN REGIME 1898 - 1946
• Americans promoted democratic ideals and
democratic way of life.
• A system of free and compulsory elementary education was
established by the Malolos Constitution.
• Schools maintained by the Spaniards during their occupation were
closed, but were reopened on August 29, 1898 by the Secretary of the
Interior.

21. EDUCATION DURING THE AMERICAN REGIME 1898 - 1946
• May 1898 – first American school was established in
Corregidor, and shortly after the capture of Manila in
1899, 7 schools were opened in the city.
• Training was done by the through the schools both public and secular
manned by the Chaplains and Military of the US Army.
• August 23, 1901 – Thomasites arrived in the country. The University of
the Philippines was founded on 1908. It was the first state school of
university status.

22. EDUCATION DURING THE AMERICAN REGIME 1898 - 1946
• The Department of Public Instruction set up three level
school system;
• First Level – a 4-year primary and 3-year intermediate elementary
curriculum. (7-year elementary curriculum)
• Second Level – a 4-year junior college
• Third Level – a 4-year program.

23. COMMONWEALTH PERIOD 1935 - 1942
• Free education in public schools was provided all
over the country, in accordance with the 1935 Const.
• Vocational Education and some household activities be
like sewing, cooking and farming were given importance.
• Education also emphasized 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.

24. COMMONWEALTH PERIOD 1935 - 1942
EXECUTIVE ORDER NO. 134 (1936) – was signed by Pres.
Manuel L. Quezon designating TAGALOG as our National
Language.
EXECUTIVE ORDER NO. 217 – known as the Quezon Code of Ethics was
taught in schools.
EXECUTIVE ORDER NO. 263 (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.

25. COMMONWEALTH PERIOD 1935 - 1942
EDUCATION ACT OF 1940 (C.A 586) – approved by the
Philippine Assembly which provides;
• Reduction of the 7 year elementary course to 6 years.
• Fixing the school entrance age at 7
• National support for elementary education

26. JAPANESE OCCUPATION
Aims of education during Japanese occupation;
• Make the people understand the position of the Phils. 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.

27. JAPANESE OCCUPATION
Aims of education during Japanese occupation;
• 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.

28. POST – COLONIAL PHILIPPINES
• Education aimed at 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 approved 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 into law.

29. POST – COLONIAL PHILIPPINES
Other Developments;
• Integration of values to all learning areas.
• Emphasis on mastery learning
• YDT and CAT introduced as new courses Media of Instruction.
• Bilingual Education Policy
• Education Act of 1982 – created the Ministry of Education, Culture
and Sports.
• NCCE – National College Entrance Examination was introduced
• Executive Order No. 117 – Pres. Cory Aquino renamed the Ministry
of Education, Culture and Sports (DECS) in 1987.
• Creation of the Board for Professional Teachers.

30. POST – COLONIAL PHILIPPINES
• Replacement of PBET by LET.
• Transfer of authority of administering the LET from CSC
and DECS to the Board of Professional Teachers under PRC.
• Trifocalization of Educational System
- DECS mandates basic education, TESDA (TESD ACT OF 1994)
mandates manpower training and CHED (Higher Ecuation Act of
1944) who is responsible for higher education.
• RA 9155 – Basic Education Act of 2001.
• Values Education is offered as separate subject in New Secondary
Elementary Curriculum.
• RA 10157 – Kindergarten Act
• RA 10533 – K to 12 Program.

31. VARIED GOALS OF EDUCATION IN DIFFERENT PHILIPPINE HISTORICAL PERIODS
• During the pre-colonial period, students were given vocational training but lesser
academics for them to become good parents.
• During the Spanish period, schools focused on religious formation to help them
live the Christian faith.
• During the American regime, we are educated to become good citizens of a
democratic country
• During the Japanese occupation, love of labor was taught to us.
• 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
and self – discipline 4) scientific, technological and vocational efficiency.

32. The Present Goals of Philippine Education (CHED, DepEd)
Commission on Higher 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 nation’s development
issues and concern.

33. The Present Goals of Philippine Education (CHED, DepEd)
DepEd Vision
We dream Filipinos
Who passionately love their country
And whose values and competencies
enables them to realize their full potential
and contribute meaningfully to building the nation…

34. The Present Goals of Philippine Education (CHED, DepEd)
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.

35. The Present Goals of Philippine Education (CHED, DepEd)
Core Values
MAKA-DIYOS
MAKA-TAO
MAKAKALIKASAN
MAKABANSA