Curriculum development in the philippines (2)
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Before Spanish colonization, the Filipino people had their own culture and engaged in informal education through interaction, observation, and imitation rather than a structured school system. When the Spanish arrived, they introduced a curriculum focused on religion, reading, writing, and Spanish rule to promote Catholicism and colonial control. The Americans later established a curriculum based on their own ideas and values, adding subjects like English, geography, and arithmetic but prohibiting compulsory religious education. Multiple reforms expanded offerings over time, though the Japanese occupation during World War 2 disrupted education through a curriculum promoting Japanese interests that replaced English.
Curriculum development in the philippines (2)
- 3. Before the coming of the spaniards, the filipino possessed a Culture of their own. They had contacts with other Foreign peole from Arabia, India, China, Inod-China and Borneo. They may had not an organized system of education as we have now. However, they possessed such education as expressed in their way of life and as shown in the rule of the Barangay, Code of the Laws, beliefs in the Bathala, Solidarity of Family, Modesty of the Women, Children’s Obedienceand respect for Elders and in the valor of men. This informal education was learned through his interaction with others in the group. Ideas and Facts were acquired through suggestion, observation, example and imitation. There was no direct teaching and formal method of instruction. The learning of the basic habits, patterns of culture, ideas of new knowledge was unplanned and unsystematic.
- 4. This curriculum consisted of the three R’s – reading, writing and religion with undue emphasis on religion as a true for perpetuating the colonial order. The curriculum goals were the acceptance of Catholicism and Spanish Rule.
- 5. This curriculum was based on the ideas and traditions of America and her Heirarchy of Values. The primary curriculum prescribed in 1904 consisted of three grades which provides training in two aspects. a. Body Training – singing, drawing, handwork, and physical education. b. Mental Training – English, nature study, and arithmetic in grade III, Geography and Civic were added. The intermediate curriculum consisted of Arithmetic, Geography, Science and English. In the Collegiate Level, Normal Schools were opened with a teacher’s training curriculum appropriate for elementary mentors. A Significant aspect of the American – Devised Curriculum was the prohibition of compulsary religious instruction in public schools.
- 6. The peroid of the common wealth (1935 – 1946) may be considered as the period off expansion and reform in the Philippine curriculum. American – Trained Filipino teachers expanded the curriculum by introducing courses in Farming, trade, business, domestic science, etc. The curriculum for the training of elementary school teachers was expanded by elevating it from the secondary normal schools to collegiate level. The collegiate normal schools which started in 1939 were for two years training beyond the high school. Commonwealth act 586, reorganized the elementary school system by eliminating Grade VII and providing for the double – single session in which elementary pupils attended classes for one – half day only.
- 7. The second world war led to the japanese imperial forces occupation ( 1941 – 1945). Just like Spaniards and Americans, the Japanese also devised a curriculum to suit their vested interest. They introduce many changes in the curriculum by including Nippongo and abolishing english as a medium of instruction and as a subject. The Japanese – Devised Curriculum caused a blackout in Philippines education and impeded the educational progress of Filipinos.