The Teacher and the Community School Culture and Organizational

Leadership

Unit 1: Society, Community and Education

Chapter 1: Philosophical Thoughts of Education

A. John Locke (1632-1704) : The Empiricist Educator

 Acquire knowledge about the world through the senses – learning by doing and by interacting with the environment
 Simple ideas become more complex through comparison, reflection and generalization- the inductive method
 Questioned the long traditional view that knowledge came exclusively from literary sources, particularly the Greek and
Latin classics
 Opposed the “divine right of kings” theory which held that the monarch had the right to be an unquestioned and
absolute ruler over his subjects
 Political order should be based upon a contract between the people and the government
 Aristocrats are not destined by birth to be rulers. People were to establish their own government and select their own
political leaders among themselves; civic education is necessary
 People should be educated to govern themselves intelligently and responsibly (Ornstein, 1984)
 For John Locke education is not acquisition of knowledge contained in the Great Books. It is learners interacting with
concrete experience, comparing and reflecting on the same concrete experience, comparing. The learner is an active
not a passive agent of his/her own learning.
 From the social dimension, education is seeing citizens participate actively and intelligently in establishing their
government and in choosing who will govern them from among themselves because they are convinced that no one
person is destined to be ruler forever.

B. Herbert Spencer (1820-1903): Utilitarian Education

 Spencer’s concept of “survival of the fittest” means that human development had gone through an evolutionary series
of stages from the simple to the complex and from the uniform to the more specialized kind of activity.
 Social development had taken place according to an evolutionary process by which simple homogeneous societies had
evolved to more complex and societal systems characterized with humanistic and classical education.
 Industrialized society require vocational and professional education based on scientific and practical (Utilitarian)
objectives rather than on the very general educational goals associated with humanistic and classical education.
 Curriculum should emphasize the practical, utilitarian and scientific subjects that helped humankind master the
environment.
 Was not inclined to rote learning; schooling must be related to life and to the activities needed to earn a living.
 Curriculum must be arranged according to their contribution to human survival and progress.
 Science and other subjects that sustained human life and prosperity should have curricular priority since it aids in the
performance of life activities.
 Individual competition leads to social progress. He who is fittest survives. (Ornstein, 1984)
Specialized Education of Spencer vs. General Education

 To survive in a complex society, Spencer favors specialized education over that of general education. We are in need of
social engineers who can combine harmoniously the findings of specialized knowledge. This is particularly true in the
field of medicine
 The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence of things he
becomes a man who knows more and more about less and less. We must be warned of the deadly peril of over
specialism. Of course we do not prefer the other extreme, the superficial person who knows less and less about more
and more.

 Spencer’s Survival of the Fittest

He who is fittest survives. Individual competition leads to social progress. The competition in class is what advocates of
whole-child approach and socio-emotional learning (SEL) atmosphere negate. The whole child approach a powerful tool
for SELF-focused schools has as tenets – “each student learns in an environment that is physically and emotionally safe
for students and adults” and “each student has access to personalized learning and is supported by qualified and caring
adults…” (Frey, N. 2019)

The highlighted words point to no competition for competition works against an emotionally safe environment.

C. John Dewey (1859-1952): Learning Through Experience

 Education is a social process and so school is intimately related to the society that it serves.
 Children are socially active human beings who want to explore their environment and gain control over it
 Education is a social process by which the immature members of the group, especially the children, are brought to
participate in the society.
 The school is a special environment established by members of society, for the purpose of simplifying, purifying and
integrating the social experience of the group so that it can be understood, examined and used by its children.
 The sole purpose of education is to contribute to the personal and social growth of individuals
 The steps of the scientific or reflective method which are extremely important in Dewey’s educational theory are as
follows.
 The Learner has a “genuine situation of experience”- involvement in an activity in which he/she is interested.
 Within this experience the learner has a “genuine problem” that stimulates thinking
 The learner possesses the information or does research to acquire the information needed to solve the problem.
 The learner develops possible and tentative solutions that may solve the problem.
 The learner tests the solutions by applying them to the problem. In this one way one discovers their validity for oneself.

 The fund of knowledge of the human race-past ideas, discoveries and inventions was to be used as the material for
dealing with problems. This accumulated wisdom of cultural heritage has to be tested. If it served human purposes, it
becomes part of a reconstructed experience.
 The school is social, scientific and democratic. The school introduces children to society and their heritage.
 The school as a miniature society is a means of bringing children into social participation.
 The school is scientific in the sense that it is a social laboratory in which children and youth could test their ideas and
values. In here, the learner acquires the disposition and procedures associated with scientific or reflective thinking and
acting.
 The school is democratic because the learner is free to test all ideas, beliefs and values. Cultural heritage, customs and
institutions are all subject to critical inquiry, investigation and reconstruction.
 School should be used by all, it being a democratic institution. No barrier of custom or prejudice segregate people.
People ought to work together to solve common problems.
  The authoritarian or coercive style of administration and teaching is out of place because they block genuine inquiry
and dialogue.
 Education is a social activity and the school is a social agency that helps shape human character and behavior.
 Values are relative but sharing, cooperation, and democracy are significant human values that should be encouraged by
schools (Ornstein, A. 1984)

The Fund of Knowledge of the Human Race

Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries and inventions, our cultural
heritage, will be used as the material for dealing with problems and so will be tested. If they are of help, they become part of a
reconstructed experience. If they are not totally accurate, they will still be part of a reconstructed experience. This means that the
ideal learner for Dewey is not just one who can learn by doing, e.g., conduct an experiment but one who can connect
accumulated wisdom of the past to the present

Schools are For the People and By the People

 Schools are democratic institutions where everyone regardless of age, ethnicity, and social status is welcome and is
encouraged to participate in the democratic process of decision-making. Learners and stakeholders practice and
experience democracy in schools.

D. George Counts (1889-1974): Building a New Social Order

 Education is not based on eternal truths but is relative to a particular society living at a given time and place.
 By allying themselves with groups that want to change society, schools should cope with social change that arises from
technology.
 There is a cultural lag between material progress and social institutions and ethical values.
 Instruction should incorporate a content of a socially useful nature and a problem-solving methodology.
 Students are encouraged to work on problems that have social significance.
 Schools become instrument for social improvement rather than follow it. Teachers are agents of change.
 Teachers are called on to make important choices in the controversial areas of economics, politics and morality because
if they failed to do so, others would make the decisions for them.
 Schools ought to provide an education that afford equal learning opportunities to all students (Ornstein, A. 1984)

Schools and Teachers as Agents of Change

 For George Counts, schools and teachers should be agents of change. Schools are considered as instruments for social
improvement rather than as agencies for preserving the status quo. Whatever change we work for should always be
change for the better not just change for the sake of change.
 Teachers are called to make decisions on controversial issues. Not to make a decision is to actually making a decision.
 Like Dewey, problem solving, should be the dominant method for instruction.

Lag Between Material Progress and Ethical Values

Counts asserts that “there is a cultural lag between material progress and social institutions and ethical values.” Material
progress of humankind is very evident but moral and ethical development seem to have lagged behind. A friend once wrote: “The
Egyptians had their horses. Modern man has his jets but today it is still the same moral problems that plague humankind.”
Indeed with science and technology, we have become very powerful and yet powerless. We have conquered a number of diseases
and even postponed death for many, we have conquered aging, the planets, the seas but we have not conquered ourselves.

E. Theodore Brameld (1904-1987) – Social Reconstructionism

 As the name implies, social Reconstructionism is a philosophy that emphasizes the reformation of society. The social
reconstructionists contend that:

Humankind has moved from an agricultural and rural society to an urban and technological society . . . there is a serious lag in
cultural adaptation to the realities of a technological society. Humankind has yet to reconstruct its values in order to catch up
with the changes in the technological order, and organized education has major role to play in reducing the gap between values
of the culture and technology. (Ornstein, 1984)

 So the social reconstructionist asserts that school should:

 Critically examine present culture and resolve inconsistencies, controversies and conflicts to build a new society not just
change society . . . do more than reform the social and educational status quo. It should seek to create a new society. . .
 Humankind is in a state of profound cultural crisis. If school reflect the dominant social values . . . then organized
education will merely transmit the social ills that are the symptoms of the pervasive problems and afflictions that beset
humankind . . .
 The only legitimate goal of a truly human education is to create a world order in which people are in control of their
ownbdestiny. In an era of nuclear weapons, the social reconstructionists see an urgent need for society to reconstruct
itself before it destroys itself. (Ornstein, A. 1984)
 Technological era is an era of interdependence and so education must be international in scope for global citizenship.
 For the social reconstructionists, education is designed “to awaken students’ consciousness about social problems and
to engage them actively in problem solving”. (Ornstein, A. 1984)
 Social reconstructionists are firmly committed to equality or equity in both society and education. Barriers of socio-
economic class and racial discrimination should be eradicated.
 They also emphasize the idea of an independent world. The quality of life needs to be considered and enhanced on a
global basis. (Ornstein, A. 1984)
 Like John Dewy and George Counts, social reconstructionist Brameld believe in active problem-solving as the method of
teaching and learning.
 Social reconstructionists are convinced that education is not a privilege of the few but a right to be enjoyed by all.
 Education is a right that all citizens regardless of race and social status should enjoy.

F. Paulo Freire (1921-1997) – Critical Pedagogy

Critical Pedagogy and Dialogue vs. the Banking Model of Education

 Paulo Freire, a critical theorist, like social reconstructionists, believed that systems must be changed to overcome
oppression and improve human conditions.
 Education and literacy are the vehicle for social change. In his view, humans must learn to resist oppression and not
become its victims, nor oppress others. To do so requires dialogue and critical consciousness, the development of
awareness to overcome domination and oppression.
  Rather than “teaching as banking” in which the educator deposits information into students’ heads, Freire saw teaching
and learning as a process of inquiry in which the child must invent and reinvent the world.
 Teachers must not see themselves as the sole possessors of knowledge and their students as empty receptacles. He
calls this pedagogical approach the “banking method” of education.
 A democratic relationship between the teacher and his/her students is necessary in order for the conscientization
process to take place.
 Freire’s critical pedagogy is problem-posing education.
 A central element of Freire’s pedagogy is dialogue. It is love and respect that allow us to engage people in dialogue and
to discover ourselves in the process and learn from one another. By its nature, dialogue is not something that can be
imposed. Instead, genuine dialogue is characterized by respect of the parties involved toward one another. We develop
a tolerant sensibility during the dialogue process, and it is only when we come to tolerate the points of view and ways
of being of others that we might be able to learn from them and about ourselves in the process. Dialogue means the
presence of equality, mutual recognition, affirmation of people, and a sense of solidarity with people and remaining
open to questions.
 Dialogue is the basis for critical and problem-posing pedagogy, as opposed to banking education, where there is no
discussion, only the imposition of the teacher’s ideas on the students. (Ornstein, 1984)
 All of these education philosophers, point to the need of interacting with others and of creating a “community of
inquiry” as Charles Sanders Peirce put it. The community of inquiry is “a group of persons involved in inquiry,
investigating more or less the same question or problem, and developing through their exchanges a better
understanding both of the question as well as the probable solutions.” (Lee, 2010) A community of inquiry will engage
learners in active problem solving.

Summary:

John Locke – The Empiricist

 Education is not acquisition of knowledge contained in the Classis. it is learners interacting with concrete experience.
The learner is an active not a passive agent of his/her own learning.
 From the social dimension, education is seeing citizens participate actively and intelligently in establishing their
government and in choosing who will govern them from among themselves. They are of the thinking that no one
person is destined to rule forever.

Spencer – The Utilitarianist

 To survive in a complex society, Spencer favors specialized education over that of general education
 “The expert who concentrates on a limited field is useful, but if he loses sight of the interdependence of things he
becomes a man who knows more and more about less and less. We must be warned of the early peril over-specialism.
Of course we do not prefer the other extreme, the superficial person who every day knows less and less about more
and more.
 Who is fittest survives. Individual competition leads to social progress.

John Dewey – Experience

 Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries and inventions, our
cultural heritage, will be used as the material for dealing with problems and so will be tested. If they are of help, they
become part of a reconstructed experience. If they are not totally accurate, they will still be part of the reconstructed
experience. This means that the ideal learner for Dewey is not just one who can learn by doing, e.g. conduct an
experiment but one who can connect accumulated wisdom of the past to the present.

George Counts – Building a new social order

  Schools and teachers should be agents of change. Schools are considered instruments for social improvement rather
than as agencies for preserving the status quo. Whatever change we work for should always be for the better not just
change for the sake of change.

Unit 2: Understanding Social Interaction in School and Communities

Chapter 2: Historical Foundation of Education

Education or school is an institutions 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. 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 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)
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 of less prepared for
our future roles like spouse, parent, and 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 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 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, and 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 line netizens of the 21st century now enjoy.

 In primitive societies survival against natural forces was the need and so what were thought 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 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 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 period, 4) Japanese
occupation and 5) Post-colonial period.

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 husbands 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 Ilustrados were
accommodated in the schools.

The Educational Decree of 1863

This law gave Filipinos a complete system of education from elementary to 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 1989, 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.

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

- Compulsory attendance of 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 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.
- 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, 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 the Education System

- The trifocal education system refocused 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 19994

- 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 officers (regional offices, division offices, district offices and schools). RA 9155
provides the overall framework for school head empowerment by strengthening their leadership roles and 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.

- Governance of Basic education Act (R.A. 9155); was passed renaming the DECS to DepEd and redefining the role of
field offices which include regional offices, division offices, district office and schools

- Values Education is offered as a separate subject in NSEC and integrated in all subjects areas in both curricular

- 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 the Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and two years of Senior High (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 Periods of Philippine History

What was considered as important in each historical period of our 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 the 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; 4) scientific and 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:

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 this 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.

Our Core Values

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa

The Importance of Studying the 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 one’s educational history can help us to
understand and solve today’s problems.

2. Realistic effort to reform education begin with present conditions which are products of 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.

 Education and school are a function and 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.