Module 2:Historical

Foundations of Education
JONATHAN P. PASION
Instructor
Sir joe
 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 begins 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.
 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 and 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.
Key Periods in Educational History, 1000 BC to A.D. 1600
Historical Group or Educational Goals Curriculum Agents Influences on Western
Period Education
Primitive societies To teach group survival skills; to Practical skills of hunting, fishing, Parents, tribal elders, and Emphasis on the role of informal
7000 B.C. – 5000 B.C. cultivate group cohesiveness food gathering, stories, myths, priests education in transmission of skills and
songs, poems, dances. values
Greek To cultivate civic responsibility and Athenian: reading, writing, arithmetic, Athens: private teachers Athens: The concept of the well-
1600 B.C. – 300 B.C. identity with city-state; drama, music, physical education, and schools; Sophists; rounded, liberally educated person
literature, poetry philosophers
Athenian: to develop well-rounded Sparta: The concept of the military
person Spartan: drill, military songs and Sparta: military teachers, states
tactics drill sergeants
Spartan: to develop soldiers and
military leaders
Roman To develop sense of civic Reading, writing, arithmetic, Laws of Private schools and Emphasis on ability to use education
750 B.C. – A.D. 4500 responsibility for republic and then Twelve Tables, law, philosophy teachers; schools of for practical administrative skills;
empire; rhetoric relating education to civic responsibility
to develop administrative and
military skills
Arabic To cultivate religious commitment Reading, writing, mathematics, Mosques; court schools Arabic numerals and computation; re-
A.D. 500 – A.D. 1350 to Islamic beliefs; religious literature; scientific studies entry of classical materials on science
to develop expertise in and medicine
mathematics, medicine, and
science
Medieval To develop religious commitment, Reading, writing, arithmetic, liberal Parish, chantry, and Establishing the structure, content, and
A.D. 500 – A.D.1400 knowledge, and ritual; to re- arts; philosophy, theology; crafts; cathedral schools; organization of the university as a
establish social order; to prepare military tactics and chivalry universities; major institution of higher education;
persons for appropriate roles apprenticeship; knighthood the institutionalization and preservation
of knowledge
Renaissance To cultivate a humanist who was Latin, Greek, classical literature, Classica humanist An emphasis on literary knowledge,
A.D. 1350 – A.D. 1500 expert in the classics – Greek and poetry, art educator’s ad schools such excellence, and styles as expressed in
Latin; to prepare courtiers for as lycee, gymnasium, Latin classical literature; a two-track system
service to dynastic leaders grammar school of schools

Reformation To cultivate a sense of Reading, writing, arithmetic Vernacular elementary A commitment to universal education to
A.D. 1500 – A.D. 1600 commitment to a particular catechism, religious concepts and schools for the masses; provide literacy to the masses; the
religious denomination; to cultivate ritual; Latin and Greek; theology classical schools for the origins of school systems with
general literacy upper classes 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 the 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 has 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

 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.
 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 husband 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 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’s 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 American 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, 2901. – 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 ad 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 gate at 7
- National support for elementary education
- Compulsory attendance of primary 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 al 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.
 Other Developments
- Integration of values in al learning areas
- Emphasis on mastery learning
- Youth Development Training (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
(PDPD 1006 vs RA 7836 vs RA 9293): laws ofn the
professionalization of teaching

- 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 administering 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. 772 – 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 provide 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 renaming the
DECS to DepEd and redefining the role of field offices which include the
regional offices, division offices, district offices and schools.
- Values Education is offered as a separate subject in NSE and integrated in
all subject areas in both curricula – 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 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.
 Importance of the Historical Foundations of Education in the Philippines

 Understanding Educational Evolution – Philippine education has evolved

from indigenous informal learning (e.g., Babaylan and Katalonan as
traditional educators) to the modern DepEd, CHED, and TESDA system.

 Influence on Modern Education – The Spanish-established Escuela Pia (later

Ateneo de Manila) introduced formal education, influencing today’s private
and religious schools.

 Appreciation of Educational Reforms – The Education Decree of 1863

mandated free primary education, laying the foundation for public
schooling in the Philippines.
 Lessons from Past Mistakes – The American introduction of English as the primary
medium of instruction marginalized native languages, later addressed by the
Mother Tongue-Based Multilingual Education (MTB-MLE) policy.

 Cultural and Social Impact – The Katipunan's educational initiatives, such as Emilio
Jacinto’s Kartilya ng Katipunan, promoted nationalism through education.

 Foundation for Educational Policies – The 1987 Philippine Constitution emphasized

education as a right, leading to laws like the K-12 Law (RA 10533) to improve basic
education.
 Development of Teaching Methods – Barangay Schools during the Spanish
era used religious instruction, which influenced values-based teaching in
Filipino classrooms today.

 Impact of Technology in Education – The DepEd Commons platform

launched during the COVID-19 pandemic revolutionized digital learning in
public schools.

 Role of Education in Nation-Building – Post-war educational reconstruction,

led by the Philippine Rehabilitation Act of 1946, helped rebuild the
education system and the economy.