Schools and Society

Lesson Objectives

• State the relationship between schools and society.
• Schools transmit cultural values through historical facts from education in the world and the Philippines.
• Socialization is a function of schools.

Introduction

• Education is an institution created by society for its survival, stability, and convenience, arising from its nature and character.
• Schools play a crucial role in the socialization process by teaching the roles, statuses, and values necessary for participating in social institutions.
• Socialization is a lifelong process that occurs mainly during early childhood but continues as people progress from infancy to old age.
• People shed old roles and adopt new ones through anticipatory socialization, which prepares them for future roles like spouse, parent, or professional teacher.
• Family constitutes as the most important agent of socialization as the self-concept develops during childhood.
• Parents' religion, social class, and ethnicity shape a child's social roles and self-concept.
• This in turn affects others' expectations and determines which groups the child interacts with outside the family.
• Schools serve as agents of socialization by imparting knowledge and skills and transmitting cultural values.

Education History

• Education has always reflected societal needs and values.
• From 7000 B.C. to to AD 1600, education adapted to preserve and strengthen society by teaching survival shills, religion, or scientific advancements.
• Cultural, economic, and political shifts influenced school functions, making learning a product of it's time.

Primitive Societies (7000 B.C. - 5000 B.C.)

• Societies aimed to teach survival skills while fostering group unity
• The curriculum included practical skills like hunting, fishing, and food gathering, along with stories, myths, and the arts.
• Education was primarily conducted by parents, tribal elders, and priests.
• The role of informal education was paramount in skills and value transmission.

Greek Education (1600 B.C. - 300 B.C.)

• Education was focused on civic responsibility and identity within city-states.
• Athenian Education develops students through reading, writing, arithmetic, drama, music, physical education, literature, and poetry.
• Private teachers, schools, Sophists, and philosophers played important role.
• This period introduced concept of liberal education
• Spartan Education focused on drills, military songs, and tactics to train soldiers and military leaders
• Military teachers and drill sergeants served as the primary educators, shaping a military state concept

Roman Education (750 B.C. - A.D. 450)

• Education sought to instill civic responsibility and develop administrative and military skills
• Curriculum included reading, writing, arithmetic, the Laws of the Twelve Tables, law, and philosophy
• Private schools and teachers, in addition to schools of rhetoric, were key to eudcation
• This emphasized the importance of education in practical governance and civic duty

Arabic (A.D. 700 - A.D. 1350)

• Education was intended to cultivate religious commitment to Islamic beliefs.
• Educational expertise promoted in mathematics, medicine, and science.
• The curriculum covered reading, writing, mathematics, religious literature, and scientific studies.
• Education took place in mosques and court schools.
• Arabic numerals and computation was later intoduced to Western education.
• Western education reintroducted classical components for science and medicine.

Medieval (A.D. 500 - A.D. 1400)

• The aim was to develop religious commitment, knowledge, and routine
• The established social order prepard individuals for appropriate roles
• Currciulum included reading, writing, arithmetic, liberal arts, philosophy, theology, crafts, military tactics, and chivalry
• Education occurred in parish, chantry, cathedral schools, universities, and through apprenticeship in knighthood.
• The established university structure, content, and organization majorly influenced Western education.

Renaissance (A.D. 1350 - A.D. 1500)

• Education aimed to cultivate a humanist who was an expert in the classics, such as Greek and Latin
• The courtiers prepred to work for dynastic leaders
• The curriculum focused on Latin, Greek, classical literature, poetry, and art.
• Classical humanist educators and schools, such as lycées, gymnasiums, and Latin grammar schools, played a key role in education.
• Western education placed as emphasis on literary knowledge, excellence, and style in classical literature.
• Schools later established a two-track system.

Reformation (A.D. 1500 - A.D. 1600)

• The goal was to enhance general literacy and cultivate commitment to a particular religious denotation
• Curriculum included writing, reading, arithmetic, catechism, religious concepts/rituals, Latin Greek, and theology
• Vernacular elementary schools educatd general public.
• Classical schools educated the upper classes.
• Western Education promoted supervision to main doctrinal conformity.
• Also, emphasis on ensuring universal education and literary for the masses.

History of the Philippine Education System

• Philippine education reflects societal beliefs during different eras
• Society's worth influences school teachings, especially during pre-colonial, Spanish, American, Japanese, and post-colonial times
• It's important to understand how a society and its values affect education.

Education During the Pre-Colonial Period

• Education was informal, unstructured, and decentralized.
• Fathers taught their sons how to look for food, while mothers taught their daughters household chores,
• This education prepared children to become good husband/wives.
• Students were provided with more vocational training but minimal academics.
• Teachers were tribal tutors (Babaylon or Katalonan).

Education During the Spanish Era

• Spanish education was organized and followed set rules, replacing native tutors.
• Religion-based, parochial schools opened for boys and girls.
• Wealthy Filipinos were accommodated in schools.

The Education Decree of 1863

• Creation of a new Philippine education system covered subjects like reading, history, writing, Christian doctrine, agriculture, and needlework.
• There was also a mandate for compulsory school attendance between the ages of seven and twelve.

Education During the American Regime (1898-1946)

• The American established a free and compulsory elementary education system under the Malolos Constitution (1899).
• On August 29, 1898, the Secretary of the Interior reopened the schools, which closed during the Spanish rule
• First American school founded on Corregidor in May 1898.
• Chaplains and U.S. Army Officers operated both public and secular schools.
• The Thomasites arrived on August 23, 1901, with additional American Teachers
• The University of the Philippines was founded in 1908 to become the first state university.
• The Department of Public Instruction implemented a three-tiered school system that had seven years (four-year primary and three-year intermediate) of education for first level.

The Commonwealth Period (1935-1942)

• Free public education was provided with the 1935 Constituition
• Household activities were taught, such as sewing, cooking, and farming.
• Nationilasm taugh student's about Flippino heroes.
• Goodmanners and discipline formed part education.
• The Institute regulates private schools.
• Formal education was introduced.
• Executive Order No. 134 (1936): Tagalog was designated as the National Language.
• Executive Order 217 - "The Quezon Code of Ethics" introduced to curriculum
• Executive Order No. 263 (1940): The Flippino National Language would be taught in normal schools and senior year of high school.
• The Education Act of 1940 (C.A 586) reduced elementary training to six years on August 7, 1940.
• School entrance age at 7 years old.
• First grade attendance was mandatory.
• Double-single session to provide one class per teacer, while intermediate teacers assigned accordingly.

The Japanese Occupation

• Integrate Philippines into the East Asia Co-Prosperity Sphere.
• Eradicating the reliance on countries such as U.S. and Great Britain
• Filipino cuture was promoted, emphasizing people's identity as Orientals
• Materialism discourgaed so moral values and discipline.
• The Jpanese language was enforced in schools. The usage of English was prohibited.
• Emphasized the importance of labor and education encouraged.

Post-Colonial Philippines

• Focused on denocratic ideals and national identity
• R.A. 1079 (June 15, 1954): Made Civil Service Eligibility for teachers permanent.
• R.A. 1265 (June 11, 1955): Daily flag ceremony and singing of the National Anthem in every school now required.
• The lives and writing, especially Noli Me Tangere/ El Filibusterismo, of Jose Rizal were mandated in schools.

Other developments:

• Values included in learning areas, with mastery an emphasis
• Citizen Army Training implemented to curriculum
• English / Flipino taught schools as separate media
• MECS was Ministry of Education and Sports when established in 1982
• The NCEE assess studnts before college.
• MECS changed to DECS by Corazon Aquino, 1987.

Other Developments

• Board was establish for Professonal Teachers in 1994
• Licensure Exam replaced by Professional Board Examination (PBET) in the prcoess
• PRC given admin of LET exam
• Basic/Nonformal education for elementary and high school was the D.E.C.S. focus as of 1994, following system trifocalization
• Under 1994′s R.A. 7796. the Technical Education and Skills DEvelopment Act TESDA would then be charge postsecondary middle -level manpower Training.
• CHED, or Higher Education Act of 1994 (R.A. 7722, would be in charge higher education.

Other Developments

• Under the Act to Govern Basic Education - Republic act 9155 in DepED (Department of Education), starting in August 2001, DepED were responsible for not only education, but also school management.
• The educational system's main point with this was to encourage carind, being prone to rely and productivr. New secundary curriculum implemented.

Varied Goals in Different Periods:

• Vocation training was emphasized, not academics for Precolonialism
• Christianity/religion was the focus for school/Spanish
• American: good citizens
• Love of labor and discipline became important during Japan.
• Foster was important on the post-colonial country, teaching citizen/morals/ self-discipline.

Other

• Commission on Higher Education (CHED) - seeks to create graduates with multiple values, but mainly humanist. Has competency for analytical with solving problems
• DepEd - values and has the competency to work around a good nature and values those in Filipino homes more.
• Ensure high quality and cultures when engage with students, and families with administrations.
• DepEd -values god, human, and environment and being nationalistic.

Other

• John Dewey pointed out learning History in order in issues and solve problems
• Education understand, helps start influences through
• History helps, making it work sense and understanding