535014759-Philosophical-Background-of-Social-Studies-in-the-Philippines-L3.pptx

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1. Philosophical Background of Social Studies in the Philippines

2. Why Teach Social Studies? Builds Social Understanding Encourages Civic Efficacy Teaches Critical Thinking Instills Character Promotes Active Citizenship in Democracy Social Studies empowers students to understand their role as citizens, preparing them to take part in shaping their future and that of their country.

3. Importance of Social Studies Builds Social Understanding Encourages Civic Efficacy Teaches Critical Thinking Instills Character Promotes Active Citizenship Key Benefits: Learn from past mistakes of their country and others. Understand potential policy implications. Make informed decisions about policy and values.

4. Social Studies and Democracy Thomas Jefferson emphasized that the vitality of a democracy depends on informed citizen participation. Social Studies provides this education by studying: History People Countries Policies enacted around the world

5. Active Learning in Social Studies Content Covered: Ancient History Modern History Current History Active vs. Passive Learning: Active Learning: "Minds-on" and "Hands-on" Encourages critical thinking and engagement (e.g., debates, interactive discourse) Passive Learning: Rote tasks (e.g., workbook pages, busy work)

6. Why Social Studies Matters Teaches fundamental concepts of: Culture Economics Politics Equips students with skills to become educated and productive citizens . Focuses on understanding how the world functions on a social level .

7. Social Studies: A Key to Understanding Society Essential for all grade levels, from elementary to college. Covers broad topics in humanities and social sciences . Provides a basic understanding of key concepts shaping modern society. Teaches government and economic structures , preparing informed future voters.

8. Values Taught in Social Studies Teaches basic values like justice and equality, foundations of modern society. For young students: Focus on community membership and local-level responsibilities. Learn about neighbourhood relationships , recycling , and helping others . Understand how the individual affects the group . Historical knowledge helps apply learning to other subjects and everyday life.

9. How did it started in the Philippines?

10. U.S. Colonial Rule in the Philippines For nearly half a century , the United States governed the Philippines. As a colonial power, the U.S. implemented policies aimed at promoting the social and material well-being of the Filipino people.

11. Impact of American Colonial Education in the Philippines Introduction of the American education system was a key policy. Its influence on Filipino life and culture was profound and far-reaching . Generally regarded as the "greatest contribution" of American colonialism in the Philippines.

12. American Educational System in the Philippines

13. Establishment of Schools in the Philippines American military forces began establishing schools shortly after arrival. The first school was opened in Corregidor after its capture in May 1898 .

14. Expansion of Schools After Manila's Occupation After occupying Manila on August 13, 1898 , the U.S. reopened seven schools . Schools were established in every other town they had subjugated. Early educational efforts faced challenges with the outbreak of the Filipino-American War on February 4, 1899 .

15. Act No. 74: Establishing Public Instruction in the Philippines In March 1900 , the Second Philippine Commission passed Act No. 74 . Key Provisions: Created a Department of Public Instruction to oversee all established schools. Prohibited the teaching of religious subjects in public schools.

16. https://www.k12academics.com/Education%20Worldwide/Education%20in%20the%20Philippines/education-philippines-during-american-rule Education Under American Colonial Rule Importance of Education: Used to spread cultural values , particularly the English language . Instruction in English and American history fostered national identity and Filipino nationalism . Education Requirements: Children aged 7 and up were required to register in local schools. Students received free school materials . Levels of Education: Elementary Level: 4 primary years + 3 intermediate years Secondary Level (High School): 4 years Tertiary Level (College): 3 years No religious instruction in the curriculum, unlike during the Spanish period.

17. Introduction of American Teachers in the Philippines Challenge: Insufficient number of American soldier-teachers and few Filipinos fluent in English. Solution: Colonial authorities decided to import American professional teachers . Arrival of Thomasites: In 1901 , the first batch of around 600 teachers arrived via the USS Thomas . They became popularly known as Thomasites .

18. Role of Thomasites in Philippine Education Assignments: Assigned to teach in elementary and secondary schools . Training: Responsible for training Filipino teachers alongside their teaching duties. Significance: Played a crucial role in the development of the Filipino educational system . Thomasites are well-remembered in the history of Philippine education .

19. Revisions to the Philippine Education Curriculum Assessment Groups: Several committees evaluated the school system, including: Monroe Educational Survey Committee (1925) Bureau of Education Economic Survey (1928) Posser Committee on Vocational Education (1930) Quezon Educational Survey Group (1935) Overall Impact: Revisions aimed to strengthen the school system without deviating from its original goals. Focus remained on: Basic literacy skills through English Practical training in vocational and home industries

20. Structure of Elementary Education Grade Levels: Consisted of seven grades . Core Subjects: Heavy emphasis on: English grammar, writing, reading, and arithmetic (50-70% of school hours) Other subjects included: Drawing, music, geography, hygiene, sanitation, history, and biology. Gender-Specific Training: Boys: Industrial World courses (gardening, woodwork, basket weaving, clay modeling) Girls: Industrial World courses (lace-making, sewing, home-related activities) Importance of Industrial Work: Industrial Work took twice as much time as other subjects, highlighting the focus on preparing Filipinos for gainful livelihoods in agriculture and handicrafts.

21. Foundation of the University of the Philippines Year Established: 1908 marked the founding of the University of the Philippines . Purpose: Served as the capstone of the public school system. Modeled after state universities in the United States. Target Audience: Intended for Filipino high school graduates seeking: Literary training Professional training Technical training

22. Purpose of the University of the Philippines Training Future Leaders: Aimed to serve as a training ground for the future leaders of the Philippines. Academic Recognition: Similarities to American universities facilitated easy admission of liberal arts graduates to well-known graduate schools in the United States.

23. Structure of the American Public School System in the Philippines Three Levels of Education: Elementary School: 7 years High School: 4 years University

24. Expansion of the Public School System Key Factor: Driven by the enthusiasm of Filipino parents to send their children to school. Shared Understanding: Both Filipinos and Americans recognized that: "The road to a democratic self-government runs through the schoolhouse." The primary function of education is to facilitate national progress .

25. Influence of American Education in the Philippines Timeline: Began even before the establishment of a colonial civil government . Role of Americans: Americans vitalized, guided, and controlled the educational system. Impact: Adoption of American-style education profoundly affected Philippine life and culture during and after the colonial period.

26. The Impact of American Education in the Philippines During the Colonial Period

27. Establishment of Common Schools Goal: Common schools must be established everywhere . Minimum Standards: Every child must be taught: Arithmetic Reading and writing in the English language

28. Adoption of English in Philippine Schools Medium of Instruction: Under American rule, English was taught to all Filipino schoolchildren and adopted as the medium of instruction in all public schools. Legislative Basis: This was mandated by Act No. 74 of the Philippine Commission, which established the American public school system. Rationale: The decision to adopt English was made from the beginning for practical reasons .

29. Challenges Faced in Language Instruction Lack of a Common Language: Upon American arrival, there was no common language among Filipinos. Spanish was known only by a small segment of the population, and numerous local dialects existed. Resource Availability: Teachers and textbooks were not available in either Spanish or the local dialects.

30. Impact of English as the Medium of Instruction Widespread Knowledge: The teaching of English and its adoption as the medium of instruction led to widespread proficiency among Filipinos during the American period. Post-Independence Landscape: By 1946, at the time of political independence, more Filipinos could speak English than any other language. English continues to be the primary language of instruction in schools, with few exceptions.

31. Role of Schools in Filipino Education Training for Bureaucracy: Schools trained Filipinos for service in the lower levels of the colonial bureaucracy . Preparation for Leadership: They also prepared students for leadership in the campaign for political independence from the United States.

32. Impact of American Education on Filipino Culture Influence on Cultural Values: American education during the colonial period significantly impacted Filipino cultural values and standards . Methods of Influence: Schools, along with American examples and movies , facilitated the gradual integration of American values into the mental makeup of Filipinos.

33. Emergence of American Preference Cultural Preference: Some Filipinos developed a preference for American products , viewing them as superior . Perception of Local Goods: In contrast, items manufactured locally or in other Asian countries were often considered inferior .

34. Current Perspectives on Medium of Instruction Growing Demand: Increasing pressure from Filipino students and intellectuals to abandon English as the medium of instruction in favor of Pilipino , the national language. Curriculum Restructuring: Calls to restructure academic courses to make them relevant to the current needs of the country. Focus Shift: Emphasis on de-emphasizing Western subjects (e.g., American history and politics) and prioritizing Philippine and Asian studies .

35. Department of Education's Response Bilingualism Policy: The Department of Education has adopted a bilingualism policy in schools. Priority for Local Textbooks: School authorities are directed to prioritize textbooks written by Filipino authors .