CHAPTER 2

HISTORICAL
FOUNDATION
OF
EDUCATION

Abstraction - Let's Conceptualize

 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.

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 or 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
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 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.

Key Periods in Educational History

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.

Table 1. Points of Emphasis on Education in History

Key Periods in Educational History, 1000 BC to A.D. 1600

Historical Group Educational Curriculum Agents Influences on
or Period Goals Western
Education
Primitive To teach group Practical skills of Parents, tribal Emphasis on the
societies 7000 survival skills; to hunting, fishing, elders, and role of informal
B.C.-5000 B.C. cultivate group food gathering priests education in
cohesiveness stories, myths, transmission of
songs, poems, skills and values
dances

Greek 1600 B.C.- To cultivate civic Athenian: Athens: private Athens: The
300 B.C. responsibility reading, writing, teachers and concept of the
and identity with arithmetic, schools; well-rounded,
city state; drama, music, Sophists; liberally educated
physical philosophers person
Athenian: to education,
develop well- literature, Sparta: military Sparta: The
rounded person poetry teachers, drill concept of the
sergeants military state
Spartan: to Spartan: drill,
develop soldiers military songs
and military and tactics
leaders
Roman 750 B.C.- To develop Reading, writing, Private schools Emphasis on
A.D. 450 sense of civic arithmetic, Laws and teachers; ability to use
 responsibility for of Twelve schools of education for
republic and Tables, law, rhetoric practical
then empire; to philosophy administrative
develop skills; relating
administrative education to civic
and military responsibility
skills
Arabic A.D. 700- TO cultivate Reading, writing, Mosques; court Arabic numerals
A.D. 1350 religious mathematics, schools and computation;
commitment to religious re-entry of
Islamic beliefs; literature; classical materials
to develop scientific studies on science and
expertise in medicine
mathematics,
medicine, and
science
Medieval A.D. To develop Reading, writing, Parish, chantry, Establishing the
500-A.D. 1400 religious arithmetic, and cathedral structure, content,
commitment, liberal arts; schools; and organization
knowledge, and philosophy, universities; of the university
ritual; to re- theology; crafts; apprenticeship; as a major
establish social military tactics knighthood institution of
order; to and chivalry higher education;
prepare persons the
for appropriate institutionalization
roles and preservation
of knowledge
Renaissance To cultivate a Latin, Greek, Classical An emphasis on
A.D. 1350-A.D. humanist who classical humanist literary
1500 was expert in literature, educators and knowledge,
the classic-Greek poetry, art schools such as excellence, and
and Latin; to lycee, style as expressed
prepare gymnasium, in classical
courtiers for Latin grammar literature; a two
service to school track system of
dynastic leaders schools
Reformation To cultivate a Reading, writing, Vernacular A commitment to
A.D. 1500-A.D. sense of arithmetic, elementary universal
1600 commitment to catechism, schools for the education to
a particular religious masses; classical provide literacy to
religious concepts and schools for the masses; the
denomination; ritual; Latin and upper classes origins of school
to cultivate Greek; theology system with
general literacy 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 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 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 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 regime, 4) Japanese occupation and 5) post-colonial
period.

Education during the Pre-colonial period

Education was 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 but lesser academics. Teachers were tribal tutors
(Babaylan or Katalonan)

Education During the Spanish Era

Education was formal and organized. It was authoritarian in replaced by nature. Tribal
tutors of the pre-Spanish period were 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.

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. 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 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.

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 I one teacher one class
assignment of intermediate teachers.
- 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 Education System
- The trifocal education system refocused DECS' mandate to basic education which covers
elementary, secondary and nonformal 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
- 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 offices
(regional offices, division offices, district offices and schools). RA 9155 provides the
overall 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.
- Governance of Basic Education Act (R.A. 9155); was passed offices which include the
regional offices, division offices, district renaming the DECS to DepEd and redefining the
role of field offices and schools
- Values Education is offered as a separate subject in NSEC in both curricula and
integrated in all subject areas Implementation of New Secondary Education Curriculum
(NSEC)
- R.A. 10157, Jan 20, 2012-Kindergarten Act, an 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 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 (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 Historical Periods of Philippine history

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:

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 the 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 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
educational history can help us to understand and solve today's problems.

2. Realistic effort to reform education begin with present conditions which are a product
of our past; by using 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.