Historical

Foundation in
Education JOVAN B. ALITAGTAG
Faculty, Teacher Education Department
College of Education, Cavite State University
Objectives:
At the end of the lesson, the learners will be able
to:
State the relationship of society and schools;
Prove that schools transmit cultural values by
stating facts from education history in the world
and in the Philippines;
Explain the meaning of socialization as a function
of schools.
When a school introduces and trains a child
of 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
Education or school is an institution
created by society.

Education is a function of society

and as such arises from the nature and
character of society itself.
Socialization is the process of
learning the roles, statuses and values
necessary for participation in social
institutions.

Brinkerhoff, D., 1989

Anticipatory Socialization is role
learning that prepares us for future
roles.

Brinkerhoff, D., 1989

Family is the most important agent of
socialization (parent’s religion, social
class, ethnicity).

Brinkerhoff, D., 1989

School is charged by society to:

•Impart knowledge and skills needed for social

functioning

•Transmit society's cultural values

Education in
Primitive Society
To transform a hostile environment
into one that is life-sustaining,
humankind developed life skills
that became cultural patterns
This life skills include:

1. Tool or instrument making

2. Adherence to moral behavior

code of group life

3. Language
Socialization is the process by which
individuals internalize the norms
and values of society and so social
and cultural continuity are attained.
Key Periods in
Education History
Historical Educational Goals Curriculum Agents Influences on
Group or Western
Period Education
Primitive To teach group Practical skills of Parents, tribal Emphasis on
Societies survival skills; to hunting, fishing, elders and the role of
7000 BC- cultivate group food gathering, priests informal
5000 BC cohesiveness stories, myths, education in
songs, poems, transmission of
dances skills and values

Greek To cultivate civic Athenian: Athens: private Athens: the

1600 BC- responsibility and reading, writing, teachers and concept of
300 BC identity with city arithmetic, schools, well-rounded,
state drama, music, PE, Sophists, liberally
Athenian: to literature, poetry philosophers educated
develop well- person
rounded person Spartan: drill, Spartan:
military songs military Spartan: The
Spartan: to and tactics teachers, drill concept of
develop soldiers ad sergeants military state
military leaders
Historical Educational Goals Curriculum Agents Influences on
Group or Western Education
Period
Roman To develop sense Reading, Private Emphasis on
750 BC- of civic writing, schools and ability to use
A.D. 450 responsibility for arithmetic, teachers, education for
republic and Laws of schools of practical
then empire; to Twelve rhetoric administrative
develop Tables, law, skills, relating
administrative philosophy education to
and military skills civic
responsibility
Arabic To cultivate Reading, Mosques, Arabic numerals
AD 700- religious writing, math, court and
AD 1350 commitment to religious schools computation, re-
Islamic beliefs, to literature, entry of classical
develop scientific materials on
expertise in studies science and
math, medicine medicine
and science.
Historical Educational Goals Curriculum Agents Influences on
Group or Western Education
Period
Medieval To develop Reading, Parish, Establishing the
AD 500- religious writing, chantry and structure, content
AD 1400 commitment, arithmetic, cathedral and organization of
knowledge and liberal arts, schools, university as a
ritual, to re-establish philosophy, universities, major institution of
social order, to theology, apprenticeship, HE, the
prepare persons for crafts, military knighthood institutionalization
appropriate roles tactics and and preservation of
chivalry knowledge
Renaissance To cultivate a Latin, Greek, Classical An emphasis on
AD 1350- humanist who is classical humanist literary knowledge,
AD 1500 expert in the literature, educators excellence and
classics - Greek poetry, art and schools style as expressed
and Latin, to such as lyce, in classical
prepare courtiers gymnasium, literature, 2 track
for service to Latin system of schools
dynastic leaders grammar
school
Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Reformatio To cultivate a Reading, Vernacular A commitment
n
sense of writing, elementary to universal
AD 1500-
commitment to arithmetic, schools for education to
AD 1600
a particular catechism, the masses, provide literacy
religious religious classical to the masses,
denomination; concepts schools for the origins of
to cultivate and rituals, the upper school systems
general literacy Latin and classes with supervision
Greek, to ensure
theology doctrinal
conformity
The History of the
Philippine
Educational System
Education during the Pre-Colonial Period
Education was informal and unstructured,
decentralized.

Children are provided by vocational training and

prepared to become good husbands and wives by tribal
tutors Babaylan or Katalonan.
Education during the Spanish Era
Education was formal and organized. Authoritarian in
nature.

Pupils are taught in parochial schools by Spanish

missionaries.

Instruction was religion-oriented

Schools are separate for boys and girls

(illustrados).

Educational Decree of 1863 – complete s

system of education
Education during the American Regime
(1898-1946)
Secretary of Interior re-opened schools on 1898.
System of free and compulsory elementary education
was established by the Malolos Constitution.

Training was done both in public and secular manner by

Military Officers of US Army.

UP was founded, first state school of university

status.
Dept. of Public Instruction (7 year
elementary, 4 year junior college)
The Commonwealth Period (1935-1942)
Free education in public schools by 1935 Constitution

Vocational education and good manners were given

importance

Emphasized nationalism

Institute of private education was established

Formal adult education was given emhpasis

EO 134 – Tagalog as national language

The Commonwealth Period (1935-1942)
EO 217 – Quezon Code of Ethics was taught

EO 263 – teaching of the Filipino in 4th year and all levels

in normal schools

Education Act of 1940 – reduction of 7 years

elementary, entrance age at 7, national support for
elementary
The Japanese Occupation
Make the people understand the position of the Philippines as member of
East Asia C0-Prosperity Sphere

Eradication of the idea of reliance upon western countries

Fostering new Filipino culture based on the consciousness of people of

Orientals

Elevating moral of the people and giving up over-emphasis on materialism

Diffusion of elementary education and promotion of vocational education

Striving for the diffusion of Japanese language and termination of

English in schools.

Developing in people the love of labor

Post-colonial Philippines
Aimed at the full realization of democratic ideals and way of life

RA 1079 - Civil Service Eligibility of teachers, RA 1265 – daily flag

ceremony

Life, works and writings of Rizal was included in the course offerings

Elementary education was nationalized and matriculation fees were

abolished

RA 4670 – Magna Carta for teachers was crafted

1973 Constitution: foster love of country; teach duties of

citizenship; develop moral character, self-discipline and
scientific, technological and vocational efficiency
Other Developments
Integration of values in all learning areas

Emphasis on mastery of learning

YDT and CAT were introduced

Bilingual Education Policy mandates English and Filipino

separately as media of instruction

Education Act of 1892 – created MECS

EO 117 – National College Entrance Examination

Creation of Board for Professional Teachers

Replacement of PBET to LET

Other Developments
LET from CSC and DECS to PRC

Trifocalization of educational system (RA 7796 -TESDA and

RA 7722 -CHED)

RA 9155 – Governance of Basic Education Act (DECS to DepEd)

Values Education was offered as a separate subject in NSEC and

integrated in all learning areas

RA 10157 – Kindergarten Act

RA 10533 – K-12 Program

The Varied Goals of
Education in
Different Historical
Periods of Philippine
History
Education during the Pre-Colonial Period
Education during the Spanish Era
Education during the American Regime (1898-1946)
The Commonwealth Period (1935-1942)
The Japanese Occupation
Post-colonial Philippines
Present educational system
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.
The DepEd Core Values
Maka-Diyos

Maka-tao

Makakalikasan

Makabansa
The Importance of Studying History of
Education
Help us understand and solve today’s problems

Shape the future

Explains and illuminates present activities as

teachers
 Be
cheerful.
Strive to
be happy.