Chapter 2 - Historical Foundations of Education
Chapter 2 - Historical Foundations of Education
Chapter 2 - Historical Foundations of Education
Historical Foundation of
Education
Read the quote from the famous John Dewey then answer the following
questions:
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Analysis-Let’s Analyze
Answer the following questions:
As John 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)
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 -
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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)
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 .
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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.
Spartan drill,
military songs
and tactic
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'
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 concern 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 ntual to establish order.
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Renaissance period was a fervent period of European cultural, artistic, political and
economic "rebirth" following the Middle Ages. Education was focused on their
discovery 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.
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 questions 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.
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
academic.. Teachers were tribal tutors (Babaylan or Katalonan).
Education was formal and organized. It was authoritarian to 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.
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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 18991) 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.
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.
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 t he 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:
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.
- Elementary education was nationalized and matriculation fees were
abolished.
- Magna Carta for Teachers was passed into law by virtue of R.A. 4670
The fundamental aims of education in the 1973 Constitution are - foster love of
country - teach the duties of citizenship - develop moral character, set-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
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- 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
- R.A. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing the
kindergarten education into the basic education system
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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:
The Department of Education has the following vision, mission and core values:
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...
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Maka-Diyos
Makatao
Makakalikasan
Makabansa
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 efforts to reform education begin to the present conditions which are
a product of our past; by using our past we can shape the future.
1. Why was the focus of education different for different groups of people at
different places and at different periods in world history? What does this
point to regarding relationship of schools and society?
a. Pre-colonial,
b. Spanish period,
c. American regime,
d. Japanese regime and
e. post -colonial period?
a) pre-colonial,
b) Spanish period,
c) American regime
d) Japanese regime and
e) post-colonial period up to the present?
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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?
• 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?
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TAKEAWAYS