Social and Historical Foundations of Education

Social and Historical Foundations of Education

• Educatus is a Latin term, the past participle of educare, and means "to bring up or rear."
• Educatio is also a Latin term and means "bringing up."
• Education aims to foster a progressive society, promote individual prosperity, and allow individuals, societies, nations, and the world to flourish.
• History as it relates to education explores the evolution of education over time, as it was in the past.
• The timeline of Philippine Education includes periods before 1521, then Pre-colonial, Spanish regime, the Philippine Revolution, The American Occupation, The Philippine Commonwealth, the Japanese Period, Post-WWII, and finally the Philippine Republic, which starts from 1946 to present.

Etymologies of Education

• Siksha comes from the Sanskrit term "shash," meaning to discipline, control, order, and direct.
• Vidya is a Sanskrit term meaning "to know."
• Educare is a Latin term that means "to rise, to nourish."
• Educere is a Latin term which means "to lead out, to draw out."
• Educatum means "Act of teaching"
• E + duco is a Latin term where "E" means "out of," and "Duco" means "to lead."

Pre-Colonial Period

• Education involved informal teaching methods that were unstructured.
• It was focused on survival, conformity, and enculturation.
• The 3 R's (reading, writing, and arithmetic) were taught.
• Transmitted social ideas and traditions.
• For the Maguindanao Muslims, reading and writing were related to the study of the Koran.
• Manunggul Jar, a ceramic artifact, was used to store remains of the dead.

Major Problems in Education

• Included language and cultural differences, shortage of trained teachers and funds, and topographical conditions.

Education during the Philippine Revolution

• The Illustrados spearheaded the Propaganda movement.

Educational Landscape

• Consisted of the instruction of Spanish, secularization of education, Natural Science focus, a disproportionate focus on religion
• Subjects for Secondary Schools included Science, Math, History, Philosophy, Law, Language, Physical education, Religion, Music, and Social Sciences.

Spanish Period

• Education became formalized and was mainly for religious purposes.
• Vocational courses were introduced
• Spanish missionaries were educators, and vernacular was the medium of instruction
• Education was mainly for the elite, and teaching of Spanish was compulsory.

Educational Decree of 1863

• This decree established at least one primary school for boys and girls
• Responsibility was under the municipal government.
• Access to education was liberalized
• Private schools were regulated, and public and normal schools were established.
• The Jesuits supervised the normal schools for male teachers.

Parochial Schools

• Colegios for boys and Beatrios for girls were established to teach catechism and were managed by friars.

American Period

• According to the Treaty of Paris December 10, 1898, the Spanish ceded the Philippines to the US.
• Imperialism occurs when a nation seeks to extend its influence beyond its borders, primarily through diplomatic or indirect means.
• Colonialism occurs when a foreign power directly controls and governs a territory or people outside its borders, establishing colonies.

Education during the American Period

• Education was formalized and free regardless of sex, age, religion, and socioeconomic status
• There was an orientation towards a democratic way of life and was structured and centralized with a focus on student participation.
• Education was used as a vehicle for their "Benevolent Assimilation Program."
• It promoted concepts of democracy, progress, equality, and fair play.

Legislation

• Act #74 established the first public primary school (1901) and intermediate school (1904) with free public education.
• Act #372 required all provinces to maintain a provincial high school.
• Act #477 designated the Bureau of Public Instruction to the Bureau of Education.
• Public Schools included Philippine Normal University and University of the Philippines.
• Private Schools included Centro Escolar de Señoritas and Philippine Women's University.
• The Thomasites, American soldiers, served as the first teachers.

Educational Act of 1901

• It mandated a separation of Church and State in Education.
• Outstanding Filipino Scholars were sent to the US to train as teachers.
• In Primary Education Curriculum, the subjects were Grammar, Civics, Hygiene and Sanitation, Geography
• Courses in Intermediate Curriculum included Composition, Reading and Spelling, Science, and Physiology.
• Hygiene and Sanitation were taught, and intensive teaching of geography was practiced
• Normal School for Teachers offered courses such as Practice teaching, Psychology, Mathematics, Language, Science, History and Government, Social Sciences, and Physical Educatio

Commonwealth Period

• Education focused on the duties of citizenship, character and personal discipline development, civic conscience, vocational efficiency, and adult education.
• Executive Order No. 134 in 1936 designated Tagalog as the basis of a national language by then President Quezon

Education Act of 1940

• Reduced elementary education from 7 to 6 years
• Made the school age entrance 7 years old, providing national support for elementary education and compulsory attendance of primary children in Grade 1
• It instituted double-single sessions in the primary grade and a single class for intermediate levels

Japanese Period

• The Greater East Asia Co-Prosperity Sphere was embodied as "Asia for Asians," Japanese concept of unified and self-sufficient bloc in the Asia Pacific Region under Japanese control.
• The aim was to ensure Western countries would not interfere with Asian countries, Stressed dignity of manual labor and vocational Education

Educational Aims

• Meant to eliminate the dependence on Western nations and promote military training and love of labor
• The Education curriculum included the Nihongo Language, and Vocational & Health education, agriculture
• February 27, 1945, Department of Instruction became part of the Department of Public Instruction.
• The Japanese Devised Curriculum caused a blackout in Philippine education, delayed educational progress, included Nihongo, abolished English as medium of instruction and censored textbooks.

Educational Program

• Included the re-opening of elementary, vocational and normal schools
• Courses in Agriculture, Medicine, Fisheries, and Engineering were introduced in institutions of higher learning
• Filipino children learned Japanese songs and games, textbooks were censored, and the Japanese language was popularized

During the war

• Military Order No. 2 (June 1942) mandated the teaching of Tagalog Philippine History and Character education (with emphasis on love for work and dignity of labor) to Filipino students.
• Class sizes increased, and the school calendar was extended with no summer vacation was implemented.
• Anti Asian views were deleted, songs were prohibited, American symbols and poetry were removed and Nihongo was used as a medium of instruction including in Social Studies.

Republic Period (1945-1972)

• Promoted democracy, opportunity for education, and civil service eligibility for teachers.
• RA 1265 mandated a daily flag ceremony and singing of the National Anthem.
• RA 4007 nationalized elementary education and abolished matriculation fees.
• RA 4670 (June 18, 1966) enacted the Magna Carta for Public School Teachers.
• Proclamation 1081 of 1972 changed the Department of Education to the Department of Education and Culture.

New Society

• The years of 1973-1986 coincided with the rise of Communism insurgency
• During Martial Law, press freedom and the use of textbooks was repressed.

Education during The News Society

• Moral values and relevance was incorporated, including proper methods of teaching, and retraining of teachers.
• Vocational and technical education and bilingualism was encouraged
• Teaching mode included Filipino and English and everyone helped to make that possible.
• There was national consciousness that was heavily paralleled to commonwealth Period, and influenced by Marcos's preference for US practices.

Educational Decree of 1972

• Issued September 29, 1972, to offer a broad general education, train skills for national development, respond to the changing needs of the nation, and develop high-level professions.

Plans and Steps for Education Decree of 1972

• Teaching of land agrarian reform and cooperatives, family planning, and the Philippine Constitution as compulsory subjects in collegiate level
• Mandatory use of textbooks authored/published by Filipinos in elementary and secondary

1973 Constitution focused on:

• Fostering love of country, teaching the duties of citizenship and developing character and scientific, technological and vocational efficiency

Educational Programs:

• Project Impact, ISOSA, NCEE, PRODED, NEAT,NSAT, Batas Pambansa Bilang 232

Constitutional History:

• Biat na Bato (not implemented)
• Malolos (1899) -1st republic
• Commonwealth - 2nd republic
• Japanese - 3rd republic
• New Society - 4th republic
• 1987 constitution - 5th republic

Present Period

• Education follows Article XIV of the 1987 Constitution
• The state is meant to protect and promote the right of all citizens to quality education at all levels.
• Education is meant to be made accessible to all, scholarships are available, study of the Constitution should be part of curricula.
• From the Pres. Corazon Aquino to Pres. Benigno Aquino Administrations, Early Childhood Care and Development(ECCD), was implemented, there exist Textbook Publishing Industry, TEEP
• Education has gone through educational changes, and programs like K-12 have been implented to improve the Filipino education system

Theories

• Education can be seen through the lenses of social sciences theories
• Theories assist in classifying things, understanding observed regularities, predicting relationships, and guiding research

Structural Functionalism Theory

• Views society as a complex system with interconnected parts that maintain stability
• Emphasizes the functions that education serves in fulfilling society's needs

Schools

• basically society within miniature dimensions
• Serve as a second agent for socialization, and a bridge to greater society
• Serve as stepping stones for development, instilling needed values important in the workforce

Two Types of Functionalism

• The manifest function of education involves conveying basic knowledge and skills.
• The latent function of education includes the deep relationships students form.

Aspects

• Functionalist View holds that education unifies and stabilizes society
• Inculcates the right values, which creates social cohesion, which is harmonious

Conflict Theory

• Views society as a system in competition and conflict, leading to inequalities
• Schools create docile workers and is a tool for discrimination, creating hiearchy
• Inequities can arise from state universities regarding acceptance rates, leading to issues

Symbolic Interactionism Theory

• Says that symbols establish meanings
• Education arises from schooling processes during those interactions
• People identify symbols through socialization, meaning is an important element in human existence