Lesson-2_Historical-Foundation-of-Edu 11

Lesson 2 Historical foundation of education

1. Historical Foundation of Education

2. Intended Learning Outcomes: At the end of this module, the learner should be able to: 1. State the relationship of society and schools 2. Prove that schools transmit cultural values by stating facts from education history in the world and in the Philippines 3. Explain the meaning of socialization as function of schools

3. Activity: Read the quote from the famous John Dewey then answer the following questions: “When a school introduces and trains each child of the 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, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious. ~John Dewey~

4. Analysis: Answer the following questions: What is the function of schools according to John Dewey’s statement? Who creates schools? What is the relationship between schools and society?

5. Abstraction

6. History Key Periods in Educational History, 1000 BC to 1600 AD Historical Group or Period Educational Goals Curriculum Agents Influences on Western Education Primitive Societies   7000BC – 5000BC To teach group survival skills; to cultivate group cohesiveness Practical skills of hunting, fishing, food gathering stories, myths, songs, poems, dances Parents, tribal elders, and priests Emphasis on the role of informal education in transmission of skills and values Greek   1600BC – 300BC To cultivate civic responsibility and identity with city – state;   Athenian: to develop well – rounded person   Spartan: to develop soldiers and military leaders Athenian: reading, writing, arithmetic. Drama, music, physical education, literature poetry   Spartan: drill, military songs and tactics Athens: private teachers and schools; sophists; philosophers   Sparta: Military teachers, drill sergeants Athens: The concept of the well – rounded liberally educated person   Sparta: The concept of the military state

7. Key Periods in Educational History, 1000 BC to 1600 AD Historical Group or Period Educational Goals Curriculum Agents Influences on Western Education Roman   750BC – 450AD To develop sense of civic responsibility for republic and then empire; to develop administrative and military skills Reading, writing, arithmetic, laws of twelve tables, law, philosophy Private schools and teachers; Schools of rhetoric Emphasis on ability to use education for practical administrative skills; relating education to civic responsibility Arabic   700 AD – 1350 AD To cultivate religious commitment to Islamic beliefs; to develop expertise in Mathematics, medicine, and science Reading, writing, mathematics. Religious literature; scientific studies Mosques, court schools Arabic numerals and computations, re-entry of classical materials on science and medicine. Medieval   500 AD – 1400 AD To develop religious commitment, knowledge, and ritual; to re-establish social order; to prepare persons for appropriate roles Reading, writing, arithmetic, liberal arts; philosophy, theology; crafts; military tactics and chivalry Parish, chantry, and cathedral schools; universities; apprenticeship; knighthood Establishing the structure, content, and organization of the university as a major institution of higher education; the institutionalization and preservation of knowledge

8. Key Periods in Educational History, 1000 BC to 1600 AD Historical Group or Period Educational Goals Curriculum Agents Influences on Western Education Renaissance   1350 AD – 1500 AD To cultivate a humanist who was expert in the classics – Greek and Latin; to prepare courtiers for service to dynastic leaders Latin, Greek, classic literature, poetry art Classical humanist educators and schools such as lyceum, gymnasium, Latin grammar school An emphasis on literary knowledge, excellence, and styles as expressed in classical literature; a two – track system of schools Reformation   1500 AD – 1600 AD To cultivate a sense of commitment to a particular religious denomination; to cultivate general literacy Reading, writing, arithmetic, catechism, religious concepts and ritual; Latin and Greek; theology Vernacular elementary schools for the masses; classical schools for the upper classes A commitment to universal education to provide literacy to the masses; the origins of the school systems with supervision to ensure doctrinal conformity

9. Education during the Pre – Colonial Period Education during this period lacked formality and structure, existing in a decentralized manner. Instruction was primarily imparted within families. Fathers guided their sons in acquiring survival skills such as hunting and livelihood, while mothers instructed their daughters in domestic responsibilities. The main objective of education was to equip children with the skills needed to be capable spouses. Vocational training took precedence over academic pursuits, and tribal tutors, often referred to as " Babaylan " or " Katalonan ," served as the educators

10. Education during the Spanish Era Education took on a formal and structured character, characterized by an authoritative approach. The Spanish Missionaries replaced the tribal tutors that were present in the pre-Spanish era. Students participated in organized education through parochial schools. The focus of instruction centered around religion, with an emphasis on Christian principles, sacred songs, music, and prayers, which were essential for confession and communion. Gender-segregated schooling was established, with distinct institutions for boys and girls. Affluent Filipinos, known as " ilustrados ," were able to access these schools.

11. The Educational Decree of 1863 The legislation provided Filipinos with a comprehensive education framework spanning from primary to university levels. The legislation mandated the creation of primary schools in municipalities nationwide. While religious education held a central position in the curriculum, it encompassed diverse subjects such as reading, writing, arithmetic, history, Christian doctrine, the Spanish language, vocal music, agricultural skills for boys, and needlework for girls . School attendance became obligatory for children aged seven to twelve.

12. Education during the American Regime (1898 – 1946) The Americans actively advocated for democratic principles and the democratic lifestyle. The educational institutions that had been overseen by the Spanish for over three centuries were shut down, but they were reinstated on August 29, 1898, under the supervision of the Secretary of the Interior. The Malolos Convention implemented a system of mandatory and free primary education.

13. Education during the American Regime (1898 – 1946) In May 1898, the initial American educational institution was founded in Corregidor, and shortly following the occupation of Manila in 1899, seven schools were inaugurated within the city. Instruction occurred via educational institutions, including both public and non-religious schools, which were operated by Chaplains and Military Officers of the US Army.

14. Education during the American Regime (1898 – 1946) The Thomasites landed in the Philippines on August 23, 1901. The establishment of the University of the Philippines occurred in 1908, marking the inauguration of the first state university. The public instruction department established a school system consisting of three levels. The initial level encompassed a four-year primary level and a three-year intermediate level, making up a comprehensive seven-year elementary curriculum. The second level was a four-year junior college program, which was subsequently expanded to four year and later a four year program.

15. The Commonwealth Period (1935 – 1942) Provision of free education in public schools all over the country as stipulated in the 1935 Constitution. Importance was given to vocational education and some household activities like sewing, cooking and farming. Nationalism was emphasized so the students were taught about the life of the Filipino heroes. Good manners and discipline were also taught to students. The Institute of Private education was established to observe private schools.

16. The Commonwealth Period (1935 – 1942) Formal adult education was also given. The Education Act of 1940 (CA 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 at the age of 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.

17. The Japanese Occupation Make 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 New Filipino culture based on the consciousness of the people as Orientals Elevating the moral of the people giving up over – emphasis on materialism.

18. The Japanese Occupation 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

19. Post Colonial Philippines Education aimed at the full realization of democratic ideals way of life. The civil service eligibility of the teachers was made permanent pursuant to RA 1079 in June 15, 1954 The daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to RA 1265 approved on June 11, 1955

20. Post Colonial Philippines Curricular offerings in all schools, the life, the works and writings of Dr. 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 RA 4670

21. Other Developments Integration of values in all learning areas Emphasis on mastery of 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 Exam introduced EO No. 117 – Pres. Corazon C. Aquino renamed Ministry of Education, Culture and Sports to Department of Education Culture and Sports in 1987

22. Other Developments Creation of Board of Professional Teachers composed of five members Replacement of PBET (Professional Board Exam for Teachers) by LET (Licensure Exam for Teachers) Transfer of authority administering the LET from CSC and DECS to the Board of Professional Teachers under PRC Trifocalization of the Educational System The trifocal education system refocused DECS’ mandate to basic education, including culture and sports. TESDA now administers the post – secondary, middle - level manpower training and development. RA 7796 – Technical Education and Skills Development Act of 1994. CHED is responsible for higher education RA 7722 – Higher Education Act of 1994

23. Other Developments August 2001, RA 9155 – Governance of basic Education Act was passed transforming the name Department of Education Culture and Sports to Department of Education (DepEd) and redefining the role of field offices.

24. Other Developments RA 9155 provides for 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.

25. Other Developments Jan. 20,2012: RA 10157 – Kindergarten Act. An Act Institutionalizing the Kindergarten education into the basic education system. May 15, 2013: RA 10533 – The K to 12 Program covers Kindergarten and 12 years basic Education to provide enough time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle – level skills development, employment, and entrepreneurship.

26. Other Developments Jan. 20,2012: RA 10157 – Kindergarten Act. An Act Institutionalizing the Kindergarten education into the basic education system. May 15, 2013: RA 10533 – The K to 12 Program covers Kindergarten and 12 years basic Education to provide enough time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle – level skills development, employment, and entrepreneurship.

27. GOALS OF EDUCATION IN DIFFERENT HISTORICAL PERIODS OF PHILIPPINE HISTORY Pre – Colonial Students were given vocational training but lesser academics for them to be good fathers and mothers   Spanish Period Schools focused on religious formation to help them live the Christian Faith American Regime Educated the Filipinos to become good citizens of the country  

28. GOALS OF EDUCATION IN DIFFERENT HISTORICAL PERIODS OF PHILIPPINE HISTORY   Japanese Regime Filipinos were taught love of labor Post - Colonial Period Educational System focused on Love of country Duties of citizenship Moral character and self - discipline Scientific, technological and vocational efficiency

29. Application: 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, equitable, culture – based, and complete basic education? Or was it a privilege of a few?

30. Thank You…..