} Historical Foundation of Education Intended Learning Outcomes: | At the end of this Chapter, you should 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 | J Ce ice ees Read the quote from the famous John Dewey then answer the following questions: “When a school introduces and trains each 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Anweer ihe inbowing qurlions: 1, Wha othe fete ef echools ecconding io don Cewey's earn? D. Wihe creation enh! 1 What fn ther relationship between eckenty ard enunety? (C Bho of mhosl = oon ieeetunen ceed Py sooty. Riaeties ie & furan of secety meal aa eee aries dom the (neture ened character of society iteell Society evita fo penne meal weed io do the © faeine OS fonmiens and meteor one of qebtch is ehuceiem, fo senate ite motel, wiatility afd! convenience des ees Deeweey claimed) ot ig the echoed thar “inetoderes ed ‘rainy rach child of society inns membre weten och a ied Comin, atreting Ie with Che apitil of arrvine, unl prowading bee wth the macruments of efhethe self diection * When. echenie mucored to de shit, i che eerie of Ceewry “ew abel) karen thr deepest acd beat quaeeety of a larget eeacty which in worthy. harmonious, Sproctan of leareetg he rules, sfafuers ane] vajure necessary for aries each! etrtartore ekerted D, 1 Secidanen a felony process, Eo eccurms preueriy dog early childhood [bat at we progress been avlaney te abd age we tire Cbd rolen and adept mew umes Sole jrarming That pocpaies us Ler furere ssdea x term emticipatery sociabiastlen, (Geiskrthe C. HAH Berar of anticipatory seciaiawion moa! ol ue ait mage ot‘The Teecher and the Community, School Culture and Organizational Leadership ——————— mem om The school is also an important agent of ey It is an institution charged by society to impart specific rues: ° ea sl necessary for functioning in a society. They are also ce: With the task of transmitting society's cultural values. The aia Of thig Chapter is devoted to how schools (formal or informal) did their tagy as agents of socialization in different periods of history. Education in Primitive Society Brinkerhoof (1989) explains further: In primitive societies, preliterate persons faced the problem of survival in an environment that pitted them against natural forces and wild animals. To survive, human beings needed food, shelter, warmth and clothing. To transform a hostile environment ints one that is life-sustaining, humankind developed life skills that eventually became euiltural patterns. These life skills included 1) tool or instrument making, 2 adherence to the moral behavior code of group life and 3) language. Early humankind found security in group life based on kinship and tribal patterns. Life in the human group was educational as children observed and learned from the elders and as they were deliberately taught by their parents and elders. For these cultural patterns to continue, the adults had to teach these skills and values to their children. This is socialization, ‘ocial and cultural continuity tion in action. As abstract thinkers, human beings could create, use and aieahne symbols. They could communicate with one another rough gestures, sounds and words, These sed ae as symbols were expre i Signs, Pictographs, letters. The creation and introduction of oral great leap on lit ich in tum had ‘tremendous educational consequeac, aiicdnces Gea the 21* century now enjoy.(Chapter 2 — Historical Foundation of Education 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 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. Table 1. Points of Emphasis on Education in History Key Periods in Educational History, 1000 BC to A.D. 1600 Historical [Educational [Curriculum | Agents influences Group or | Goals on Western Period Education Primitive | Toteach group | Practical skis of | Parents, tibal | Emphasis on the societies _| survival skis; to | hunting, fishing, | elders, and priests _| role of informal 70008.C.— | cultivate group | food gathering education in 5000B.C. | cohesiveness —_ stories, myths, transmission of songs, poems, skills and values dances Greek To cultivate civic | Athenian: reading, | Athens: private | Athens: The 1600 B.C. — | responsibilty and | writing, arithmetic, | teachers and concept of the 3008.C. identity wth city- | drama, music, | schools; Sophists; | well-rounded, state; physical educa- | philosophers liberally educated Athenian: to eee Sparta: military _| Person develop well teachers, drill ser- | Sparta: The rounded person | Spartan: dril, | geants concept of the military songs and militar Spartan:o | natn ee develop soldiers and military leaders Roman |Todevelop _| Reading, writing, _| Private schools and | Emphasis on 7508.C.- | sense of civic | arithmetic, Laws | teachers; schools of | abilty to use AD.450 | responsibilty | of Twelve Tables, | rhetoric education forrepublic and | law, philosophy for practical then empire; administrative to develop t skills; relating administrative education to civic and military skills responsibility‘The Teacher and the Community, School Culture and Organizational Leadership — Historical Educational Curriculum Agents Influences. Group or Goals sialon on Westen Education | To cultivate Reading, writing, | Mosques; court - . | Arabic numerals religious mathematics, schools and computation; commitment to | religious literature; re-entry of Islamic beliefs; | scientific studies classical to develop materials on expertise in science and mathematics, medicine medicine, and science 4 Medieval | To develop Reading, writing, | Parish, chantry, and | Establishing AD. 500— religious arithmetic, liberal | cathedral schools; | the structure, .D.1400 | commitment, _| arts; philosophy, | universities; appren- | content, and knowledge, and | theology; crafts; _| ticeship; knighthood | organization of ritual; to re- military tactics and the university as establish social | chivalry a major institution order; to prepare of higher educa- persons for tion; the institu- appropriate roles tionalization and preservation of , knowledge Renaissance | To cultivate a Latin, Greek, Classical humanist | An emphasis AD. 1350— | humanist who classical literature, | educators and on literary AD. 1500 was expert in the | poetry, art schools such as knowledge, classics—Greek lycee, gymnasium, | excellence, and Latin; to Latin grammar and style as prepare courtiers school expressed for service to in classical dynastic leaders literature; a two~ track system of schools Reformation | To cultivatea | Reading, writing, | Vernacular elemen- | Acommitment A.D, 1500— -|sense ofcom- | arithmetic, cate-. | tary school to uni AD. 1600 | mitment to a par- | chism, religious mates, dlssica oven D ticular religious | concepts and Schools for the | provide literacy 0 denomination; to | ritual; Latin and | upper classes the masses; the cultivate general | Greek; theology otigins of school literacy systems with supervision to ‘ensure doctt conformity(Chapter 2 — Historical Foundation of Education 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 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 had 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 Let us also see how the nature and character of Philippine society are reflected in the education process in different periods of Philippine history. As you study the summary of the Philippine educational system, just remember this sociological concept, which is the focus of this Chapter - that 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. Be ready to answer this question at the end: What was/were the focus/foci of education or schools during the: 1) pre- colonial period, 2) Spanish period, 3) American regime, 4) Japanese occupation and 5) post-colonial period.‘The Teacher and the Community, School Culture and Organizational Leadership 1 4 Education during the Pre-colonial period Education was informal and unstructured, decentralizeg 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 00d husband and wives. Children were provided more vocational training but lesser academics. Teachers were tribal tutors (Babaylan oy 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 ilustrades 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 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 Americans promoted democratic ideals and the democratic way of life. The schools maintained by the Spaniards for more thas three centuries were closed but were reopened on August 29 1 by the Secretary of the Interior. A system of free and compulso elementary education was established by the Malolos Constitution (Political Constitution of 1899). In May 1898, the first America school was established in Corregidor, and shortly after the capture q Manila in 1899, seven schools were opened in the city.(Chapter 2 ~ Historical Foundation of Education gs — 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, 1901. - 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 and 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 Ethi¢s 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 age at 7 - National support for elementary education= Make the prople understand che geaition of the Fhoblppanes, ‘a wvernione of tive East hmen CorPresgeriiy Spare < Eredicaron of the iden off retance upon Western: Baten particularly the U8 amet Ceeat Britain ~ Festrring @ new Filme culture based on the conechousheng cf the peor ait: Crimi, - Bevating the more! of ibe prope gang, up over eenpihands oy matron, > Githiales of cirmeriary burton wnel promation of voce eboia hon = String for the dihemen of the Japanese Largrenge in the Piippines and te terminetes af te wer of English a cs ~ Gevehoping a people thet low of labor Post caerial Phliopees ~ Eduenteory pizmed at the fell of realisation od the idea ann sy off Ie baa laa = Thr Chad Service Cliptairy of teacts Porweani be A 1070 in teow 15, ‘ons ae pera ~ A dedy Hag ceremoy wan msde SiS inchading. the ning of the ‘Simpuleery i all schools Fk 188 apgeomed om Fume 19, Hei, Bom Firmen ‘CurtieutarChapter 2 ~ Historical Foundation of Education 2 are: - foster love of country - teach the duties of citizenship - develop moral character, self-discipline and scientific, technological and vocational efficiency Other Developments 1 ‘The fundamental aims of education in the 1973 Constitution integration of values in all learning areas emphasis on mastery 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 Examination introduced - Executive Order No.117 - President Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987 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 administers 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. 7722 - 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.‘The Teacher andthe Community, School Culture and Organizational Leadership = 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 NSEC and integrated in all subject areas in both curricula - Implementation of New Secondary Education Curriculum (NSEC) RA. 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. ire Varied Goals of Education in Different Historical Periods of Philippine tory What was considered important in each hi: country was also the focus or Filipino. istorical period of the direction of the education of the , During the pre-colonial period, students were given vocational training but lesser academics for them to be good fathers and ee ae Japanese Tegime taught them love of labor. The Period educational system was devoted to the following goals: 1) foster love of country; 5 aie mer try; 2) teach the utes of citizenship; ° and 4)‘Chapher 2 — Historical Foundation of Education Ta produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g. fundamental respect for others as human beings with intrinsic rights, cultural rootedness, vocation to serve;) 2) analytical and problem solving skills; 3) the ability to think things through the ethical and social implication of a given source of action; and 4) the competency to learn continuously throughout life -- that will enable them to live meaningfully in a 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 | Lt etal 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 Teacher and the Community, Schoo! Culture and Organizational Leadership 2 —— ——. Maka-Diyos Maka-tao Makakalikasan Makabansa 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 begin 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. 1. Why was the focus of education different for different groups of people in different places and at different periods in world history? What does this point to regarding relationship of schools, and society? 2. Given the different characteristics of the different periods | Philippine history, what were the goals of education /sch' during the: a) pre-colonial, b) Spanish period, c) American regime. 4) Japanese regime and ¢) post-colonial period? |Chapter 2 — Historical Foundation of Education 3. Was equal access to quality education met during the: a) pre-colonial, b) Spanish period, c) American regime d) Japanese regime and e) post-colonial period up to the present? 4, 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, culture- based and complete basic education? Or was it a privilege of a few? Explain your answer. Read the article below. What does job-skills mismatch imply about the relevance of schools to present society? Are schools effective agents of socialization in preparing Filipino graduates for their job roles? a DOLE urged to address job-skills mismatch Published June 19, 2018, By Vanne Ellaine Terrazola Senator Joe! Villanueva on Tuesday prodded the Department of Labor and Employment (DOLE) and other concerned agencies to report on the status of its programs aimed at addressing job-skills mismatch. Sen. Joel Villanueva (Senate of the Philippines Facebook page / MANILA BULLETIN) Villanueva, chairperson of the Senate committee on labor, employment, and human resources development, made the appeal as he called anew on the government to make sure that the workers who will be employed under the “Build, Build, Build” infrastructure program are skills-ready. “it has been our consistent call on the concemed government agencies — Commission on Higher Education (CHED), Department of Labor and Employment (DOLE), Department of Education (DepEd), and Technical Education and Skills Development Authority (TESDA) — to up-skill our workers and address the problem of job-skilis mismatch which becomes imperative with the implementation of the administration's Build-Build-Build program,” Villanueva said in a statement.‘The Teacher and the Community, Schoo! Culture and Organizational Leadership 6. Education is a function of society. Considering the positive ang negative elements of 21" Century society: * state the educational goals that 21" Century schools shoulg pursue; * describe the ideal 21" Century graduate; and * describe the education delivery mode. Will the survival skills taught in primitive societies suffice for the citizens of a 21* Century world? * 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 in the 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. Let's Check for Understanding In not more than two sentences, state the relationship of society and schools. 2. What is meant by socialization as a function of schools? 3. Can school change the socializing effect of family, the primary agent of socialization? Can an excellent school und0 the socializing effect of an extremely deprived home? 4. In the Philippines, was education a privilege enjoyed by all Filipinos since the pre-colonial period? Why or why not? 5. Was the National College Entrance Examination (NCEE) i? support of equal access to quality education? Why was * " sires iy abolished when it did exactly what Filipinos then wanted?