Historical Foundation of Education - Key Concepts (Condensed)
Abstraction
Education is an institution created by society; arises from the nature/character of society.
Society preserves itself through functions and institutions, including education, to assure survival, stability, and convenience.
Socialization
Socialization: learning the roles, statuses, and values needed for participation in social institutions.
Anticipatory socialization: role learning for future positions (e.g., spouse, parent, professional).
Education in Primitive Society
Life skills were essential for survival and became cultural patterns: tool/instrument making, adherence to group moral code, language.
Education served to secure group life; children learned from elders (informal education via socialization).
Early Humankind
Found security in group life; socialization is the process by which individuals internalize norms/values of society.
Education acted as informal transmission of survival skills and social norms.
Key Periods in Educational History
Primitive Societies ( 7000-5000\ \mathrm{B.C.} )
Educational Goal: teach group survival skills; cultivate group cohesiveness
Agents: parents, tribals, elders, priests
Curriculum: hunting, fishing, food gathering; stories, myths, songs, poems, dances
Influences on Western Education: emphasis on informal education and transmission of skills/values
Greek Antiquity ( 1600\ \mathrm{B.C.}-300\ \mathrm{B.C.} )
Educational Goal: cultivate civic responsibility and city-state identity
Athenians: well-rounded person; Spartans: soldiers and military leaders
Agents: Athens—private teachers/schools; Sophists; Sparta—military teachers, drill sergeants
Curriculum: Athens—reading, writing, arithmetic, drama, music, PE, literature; Sparta—military songs, drills, tactics
Influences: Athens—concept of liberal, well-rounded education; Sparta—military state
Roman Republic/Empire ( 750\ \mathrm{BC}-AD\ 450 )
Educational Goal: civic responsibility for republic/empire; administrative & military skills
Curriculum: reading, writing, arithmetic, laws of Twelve Tables, law, philosophy
Agents: private schools, rhetoric schools
Influences: education used for practical administrative skills and civic duties
Islamic Civilization ( AD\ 700-AD\ 1350 )
Educational Goal: religious commitment to Islam; expertise in math, medicine, science
Curriculum: reading, writing, math, religious literature, scientific studies
Agents: mosques, court schools
Influences: Arabic numerals and computation; revival of classical science/medicine texts
Medieval Europe ( AD\ 500-AD\ 1500 )
Educational Goal: religious commitment, knowledge/ritual; re-establish social order; prepare for roles
Curriculum: liberal arts, philosophy, theology; crafts; military tactics; chivalry
Agents: parish/chantry/cathedral schools; universities; apprenticeship; knighthood
Influences: structure/content of the university; preservation of knowledge
Renaissance ( AD\ 1350-AD\ 1500 )
Educational Goal: cultivate humanists expert in classics (Greek/Latin); prepare service to rulers
Agents: classical humanist educators; lycees, gymnasia, Latin grammar schools
Curriculum: Latin, Greek, classical literature, poetry, art
Influences: emphasis on literary knowledge, excellence, and a two-track school system
Reformation ( AD\ 1500-AD\ 1600 )
Educational Goal: commitment to a religious denomination; general literacy
Agents: vernacular elementary schools for masses; classical schools for upper class
Curriculum: reading, writing, arithmetic, catechism, religious concepts/ritual, Latin/Greek, theology
Influences: universal education to provide literacy; origins of school systems with doctrinal supervision
Summary of Periods (key shifts)
Pre-colonial: survival skills; family-based learning
Athens/Sparta: holistic vs. military emphasis
Rome: civic/administrative utility of education
Islamic: religious/mathematical/scientific emphasis
Medieval: religious-mocro order and university foundations
Renaissance/Reformation: humanist/classical literacy and broader education
The History of the Philippine Educational System
Education during the Pre-colonial Period
Informal, decentralized; fathers teach subsistence skills; mothers teach household tasks
Vocational training for children; Babaylan (tribal tutors)
Education during the Spanish Era
Formal, organized education; Spanish missionaries as teachers
Parochial schools; separate for boys and girls; illustrados (wealthy) attended
Educational Decree of 1863
Complete system from elementary to collegiate levels
Elementary schools established in all municipalities
Subjects: religion, reading, writing, arithmetic, Spanish, vocal music, agriculture (boys) / needlework (girls)
Compulsory attendance: ages 7-12
Education during the American Regime (1898-1946)
Promotion of democratic ideals; free and compulsory elementary education
Spaniard-maintained schools closed; reopened Aug 29, 1898
Three-level school system established by the Department of Public Instruction:
First Level: 4-year primary + 3-year intermediate (7-year elementary)
Second Level: 4-year junior college
Third Level: 4-year program
Commonwealth Period ( 1935-1942 )
Free public education; nationalism emphasized
Private education observed; formal adult education
Special measures to promote national language and culture
Executive Orders and Education Acts (Commonwealth)
EO No. 134 (1936): Tagalog as national language
EO No. 217 (Quezon Code of Ethics) taught in schools
EO No. 263 (1940): Filipino taught in senior year of high schools/normal schools
Education Act of 1940 (C.A. 586): reduce 7-year elementary to 6 years; school entrance age 7; national support for elementary education
Japanese Occupation ( 1942-1945 )
Aims: align Philippines with East Asia Co-Prosperity Sphere; reduce Western influence
Foster Filipino culture oriented to Orientals; elevating morals; diffusion of elementary and vocational education; promote Japanese language; love of labor
Post-Colonial Philippines
Education aimed at realizing democratic ideals and lifestyle
Civil Service eligibility of teachers made permanent (RA 1079, 1954)
Daily flag ceremonies and national anthem (RA 1265, 1955)
Rizal’s life/works included in all levels; elementary education nationalized; Magna Carta for Teachers
Other Developments
Values integrated across curricula; mastery learning; YDT and CAT introduced; bilingual education policy
Education Act of 1982 created the Department of Education, Culture and Sports (DECS)
NCCE established; National College Entrance Examination (NCEE) introduced
Executive Order No. 117: DECS renamed to DEPED in 1987; Board for Professional Teachers established
Structural Reforms and Policy Shifts
PBET replaced by LET; authority transferred to Board of Professional Teachers under PRC
Trifocalization of the educational system: DECS (basic ed), TESDA (manpower/training), CHED (higher ed)
RA 9155 (Basic Education Act of 2001)
Values Education made a separate subject in the New Secondary/ Elementary Curriculum
RA 10157 (Kindergarten Act); RA 10533 (K to 12 Program)
Varied Goals of Education in Philippine Historical Periods
Pre-colonial: vocational training; parental roles; limited academics
Spanish: religious formation and Christian faith
American: democratic citizenship
Japanese: love of labor
Post-colonial: foster love of country, civic duties, moral character, self-discipline, science/tech/vocational efficiency
The Present Goals of Philippine Education (CHED, DepEd)
Vision (DepEd): We dream Filipinos who passionately love their country and whose values/competencies enable them to realize their full potential and contribute to building the nation
Mission (DepEd):
Protect and promote the right to quality, equitable, culture-based, and complete basic education
Students learn in child-friendly, gender-sensitive, safe and motivating environments
Teachers facilitate learning and nurture every learner
Administrators/staff ensure enabling environment; Family/Community/Stakeholders engage as partners
CHED/DepEd Core Values: Maka-Diyos, Maka-Tao, Maka-Kalikasan, Maka-Bansa