CHAPTER 2: HISTORICAL FOUNDATION OF 3) language.

EDUCATION
Early humankind found security in group life based on
Education or school is an institution created by society. kinship and tribal patterns. Life in the human group was
Education is a function of society and as such arises educational as children observed and learned from the
from the nature and character of society itself. Society elders and as they were deliberately taught by their
seeks to preserve itself and to do this it maintains its parents and elders. For these cultural patterns to
functions and institutions, one of which is education, to continue, the adults had to teach these skills and values
assure its survival, stability and convenience. to their children. This is socialization, a function of
education in society. Socialization is the process by
As John Dewey claimed, it is the school that “introduces which individuals internalize the norms and values of
and trains each child of society into membership within society and so social and cultural continuity are
such a little community, saturating him with the spirit of attained. This is also informal education in action.
service, and providing him with the instruments of
effective self-direction…” When schools succeed to do As abstract thinkers, human beings could create, use
this, in the words of Dewey “we shall have the deepest and manipulate symbols. They could communicate with
and best guaranty of a larger society which is worthy, one another through gestures, sounds and words.
harmonious, and lovely. These symbols were expressed in signs, pictographs,
letters. The creation and introduction of oral and
This is called the socialization process. Socialization is written language made a great leap on literacy which in
the “process of learning the roles, statuses and values turn had tremendous educational consequences which
necessary for participation in social institutions. …” citizens of a civilized society like netizens of the 21st
(Brinkerhoff, D., 1989) century now enjoy.
Socialization is a lifelong process. It occurs primarily In primitive societies survival against natural forces was
during early childhood but as we progress from infancy the need and so what were taught were survival skills
to old age we shed old roles and adopt new ones. Role and values to cultivate group cohesiveness.
learning that prepares us for future roles is termed
anticipatory socialization. (Brinkerhoff, D., 1989)  For the Athenian in ancient Greece, what
Because of anticipatory socialization most of us are mattered most in education was the rounded
more or less prepared for our future roles like spouse, development of every individual while for the
parent, professional teacher. Spartan it was the development of soldiers and
military leaders.
The family Is the most important agent of socialization.
 For the early Romans, schools needed to
Psychology tells us that the self-concept formed during
develop a sense of civic responsibility and to
childhood has lasting consequences. Besides, “the
develop administrative and military skills as
parents’ religion, social class and ethnicity influence the
citizens of the Roman Empire.
child’s social roles and self -concept which in turn
 For the ancient Arabic world where Islam rose
influence the expectations that others have for the
the most important concern of education was
child, and they determine the groups with which the
cultivate religious to commitment to Islamic
child will interact outside the family”. (Brinkerhoff, D.,
beliefs.
1989)
 During the Medieval period, schools were
The school is also an important agent of socialization. It concerned with the development of religious
is an institution charged by society to impart specific commitment, knowledge and ritual to establish
knowledge and skills necessary for functioning in a order.
society. They are also charged with the task of  Renaissance period was a fervent period of
transmitting society's cultural values. The next part of European cultural, artistic, political and
this Chapter is devoted to how schools (formal or economic “rebirth” following the Middle Ages.
informal) did their task as agents of socialization in Education was focused on the rediscovery of
different periods of history. classical philosophy, literature and art.
 The Reformation period had as for its
EDUCATION IN PRIMITIVE SOCIETY educational goals the cultivation of a sense of
Education in Primitive Society Brinkerhoof (1989) commitment to a particular religious
explains further: denomination and general literacy.
In primitive societies, preliterate persons faced the The History of the Philippine Educational System
problem of survival in an environment that pitted them
against natural forces and wild animals. To survive, Education during the Pre-colonial period
human beings needed food, shelter, warmth and  Education was informal and unstructured,
clothing. To transform a hostile environment into one decentralized Fathers taught their sons how to
that is life-sustaining, humankind developed life skills look for food and other means of livelihood.
that eventually became cultural patterns. Mothers taught their girls to do the household
These life skills included: chores. This education basically prepared their
1) tool or instrument making children to become good husband and wives.
2) adherence to the moral behavior code of group life Children were provided more vocational
and
 training but lesser academics. Teachers were  Vocational education and some household
tribal tutors (Babaylan or Katalonan). activities like sewing, cooking, and farming were
also given importance.
Education During the Spanish Era  Education also emphasized nationalism so the
 Education was formal and organized. It was students were taught about the life of the
authoritarian in nature. Tribal tutors of the pre- Filipino heroes.
Spanish period were replaced by Spanish  Vocational education and some household
missionaries. Pupils attended formal schooling activities were also given importance. Good
in the parochial school. Instruction Religion- manners and discipline were also taught to the
oriented. Christian was doctrines, sacred songs students.
and music and prayers were taught because  The institute of private education was
they were required for confession and established in order to observe private schools.
communion. There was a separate school for  Formal adult education was also given.
boys and girls. Wealthy Filipinos or the  Executive Order No. 134 (of 1936) was signed
ilustrados were accommodated in the schools. by Pres. Manuel L. Quezon designating Tagalog
as our National Language.
The Educational Decree of 1863  Executive Order No. 217 otherwise known as
 This law gave Filipinos a complete system of the Quezon Code of Ethics was taught in
education from elementary to the collegiate schools.
level. The law provided for the establishment of  Executive Order No. 263 in (1940) required the
the elementary schools in all municipalities in teaching of the Filipino, national language in the
the country. Although religion was the core of senior year of all high schools and in all years in
the curriculum, the curriculum included the normal sschools
subjects reading, writing, arithmetic, history  The Education Act of 1940 (C.A. 586) was
Christian doctrine, Spanish language, vocal approved by the Philippine Assembly on August
music, agriculture for the boys and needlework 7, 1940, which provided
for the girls. Attendance in school was  Reduction of the 7 year elementary course to 6
compulsory between the ages of seven and years
twelve.  Fixing the school entrance age at 7 National
support for elementary education
Education during the American Regime 1898-1946  Compulsory attendance of primary children
 The Americans promoted democratic ideals and enrolled in Grade Adoption of double-single
the democratic way of life. The schools sessions in the primary grade with one teacher
maintained by the Spaniards for more than one class assignment of intermediate teachers.
three centuries were closed but were reopened
on August 29, 1898 Philippine As 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 The Japanese Occupation
Manila in 1899, seven schools were opened in Aims of education during Japanese occupation:
the city.
 Training was done through the schools both  Make the people understand the position of the
public and secular manned by Chaplains and Philippines as a member of the East Asia Co-
Military Officers of the US Army. Prosperity Sphere
 Thomasites arrived in the Philippines on August  Eradication of the idea of reliance upon
23, 1901. The University of the Philippines was Western States particularly the US and Great
founded in 1908. UP was the first state school Britain
of university status.  Fostering a new Filipino culture based on the
 The Department of Public Instruction set up a consciousness of the people as Orientals
three level school system. The first level  Elevating the moral of the people giving up
considered a four-year primary and three-year over-emphasis on materialism
intermediate or seven-year elementary  Diffusion of elementary education and
curriculum. The second level was a four-year promotion of vocation education
junior college and later a four year program.  Striving for the diffusion of the Japanese
language in the Philippines and the termination
of the use of English in schools
The Commonwealth Period (1935-1942)
 Developing in people the love of labor
 Free education in public schools was provided
all over the country, in accordance with the Post Colonial Philippines
1935 Constitution.  Education aimed at the full of realization of the
democratic ideals and way of life.
 The Civil Service Eligibility of teachers was made school-based management within the context
permanent of transparency and local accountability. The
 Pursuant to R.A. 1079 in June 15, 1954. – A daily goal of basic education is to provide the school
flag ceremony was made compulsory in all age population and young adults with skills,
schools including the singing of the National knowledge, and values to become caring, self-
Anthem pursuant to R.A. 1265 approved on reliant, productive and patriotic citizens.
June 11, 1955.  Governance of Basic Education Act (R.A. 9155);
 Curricular offerings in all schools, the life, the was passed renaming the DECS to DepEd and
works and writings of Jose Rizal especially the redefining the role of field offices which include
Noli Me Tangere and El Filibusterismo shall be the regional offices, division offices, district
included in all levels. offices and schools
 Elementary education was nationalized and  Values Education is offered as a separate
matriculation fees subject in NSEC and integrated in all subject
 Magna Carta for Teachers was passed into law areas in both curricula – R.A. 10157, Jan 20,
by virtue of R.A. 4670 2012 – Kindergarten Act, an act
institutionalizing the kindergarten education
The fundamental aims of education in the 1973 into the basic education system
Constitution are: foster love of country teach the  K to 12 Program (R.A 10533), May 15, 2013 The
duties of citizenship develop moral character, self- K to 12 Program covers Kindergarten and 12
discipline and scientific, technological and years of basic education (six years of primary
vocational efficiency education, four years of Junior High School, and
two years of Senior High School [SHS]) to
Other Developments: provide sufficient time for mastery of concepts
 Integration of values in all learning areas and skills, develop lifelong learners, and
 Emphasis on mastery learning prepare graduates for tertiary education,
 YDT and CAT introduced as new courses Media middle-level skills development, employment,
of Instruction- Bilingual Education Policy: and entrepreneurship.
Mandates the use of English and Filipino
separately as media of instruction in schools. The Varied Goals of Education In Different
 Education Act of 1982 created the Ministry of Historical Periods of Philippine history
Education, Culture and Sports.
 NCEE – National College Entrance Examination What was considered important in each historical
introduced Executive Order No. 117 – President period of the country was also the focus or
Corazon C. Aquino renamed Ministry of
direction of the education of the Filipino.
Education, Culture and Sports (DECS) in 1987
 Creation of the Board for Professional Teachers
During the pre-colonial period, students were given
composed of 5 under PRC
vocational training but lesser academics for them to
 Replacement of PBET (Professional Board
be good fathers and mothers. During the Spanish
Examination for Teachers) by LET (Licensure
period, schools focused on religious formation to
Examination for Teachers
help them live the Christian faith. The American
 Transfer of authority of administering the LET
regime educated the Filipinos to become good
from CSC and DECS to the Board of Professional
citizens of a democratic country while the Japanese
Teachers under PRC
regime taught them love of labor. The post-colonial
 Trifocalization of Education System
period educational system was devoted to the
 The trifocal education system refocused DECS’
following goals: 1) foster love of country; 2) teach
mandate to basic education which covers
the duties of citizenship; 3) develop moral character
elementary, secondary and nonformal
self-discipline; and 4) scientific, technological and
education, including culture and sports. TESDA
vocational efficiency. The present DepEd vision and
now administers the post-secondary, middle-
mission statement and core values and the fourth
level manpower training and development R.A.
mission of the Commission on Higher Education add
7796 Technical Education and Skills
light to the present goals of Philippine education.
Development Act of 1994
 CHED is responsible for higher education. R.A.
They are given below:
7722 – Higher Education Act of 1994
 In August 2001, Republic Act 9155, otherwise
To produce thoughtful graduates imbued with 1)
called the Governance of Basic Education Act,
values reflective of a humanist orientation (e.g.
was passed transforming the name Department
fundamental respect for others as human beings
of Education, Culture and Sports (DECS) to the
with intrinsic rights, cultural rootedness, avocation
Department of Education (DepEd) and
to serve;) 2) analytical and problem solving skills; 3)
redefining the role of field offices (regional
the ability to think things through the ethical and
offices, division offices, district offices and
social implication of a given source of action; and 4)
schools). RA 9155 provide the overall
the competency to learn continuously throughout
framework for (i) school head empowerment by
life that will enable them to live meaningfully in a
strengthening their leadership roles and (ii)
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

TAKEAWAYS

 Education and school are a function and a

creation of society.
 Goals in education reflect what society
considers as necessary for survival, stability
and convenience.
 A study of the history of education in the
world and Philippines helps us see what
societies in the past considered important
and enables us to appreciate the present
which is a product of the past.
 Schools are agents of socialization. They
prepare individuals for their varied roles in
society.
By: Mary Jane Gerance hehe ako lang to