Historical Foundation of Education PDF

BTLE1007 CHAPTER 2: HISTORICAL FOUNDATION OF EDUCATION Education or school is an institution created by society by society. Education is a function of society and as such arises from the na...

BTLE1007 CHAPTER 2: HISTORICAL FOUNDATION OF EDUCATION Education or school is an institution created by society by society. Education is a function of society and as such arises from the nature and character of society itself. Society seeks to preserve itself and to do this it maintains its functions and institutions, one of which is education, to assure its survival, stability and convenience. As John Dewey claimed, it is the school that “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…” When schools succeed to do this, in the words of Dewey “we shall have the deepest and best guaranty of a larger society which is worthy, harmonious, and lovely. This is called the socialization process. Socialization is the “process of learning roles, statuses and values necessary for participation in social institutions. …”(Brinkerhoff, D., 1989) Socialization is a lifelong process. It occurs primarily during early childhood but as we progress from infancy to old age we shed old roles and adopt new ones. Role learning that prepares us for future roles is termed anticipatory socialization. (Brinkerhoff, D., 1989) Because of anticipatory socialization most of us are more or less prepared for our future roles like spouse, parent, professional teacher. 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 into one that is life-sustaining, humankind developed life skills that eventually became cultural patterns. These life skills included 1) tool or instrument making, 2) adherence to the moral behavior code of group life and 3) language.  BTLE1007 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, a function of education in society. Socialization is the process by which individuals internalize the norms and values of society and so social and cultural continuity are attained. This is also informal education in action. As abstract thinkers, human beings could create, use and manipulate symbols. They could communicate with one another through gestures, sounds and words. These symbols were expressed in signs, pictographs, letters. The creation and introduction of oral and written language made a great leap on literacy which in turn had tremendous educational consequences which citizens of a civilized society like netizens of the 21st century. 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 on Group or Goals Western Period Education Primitive To teach Practical Parents, tribal Emphasis on the societies group survival skills of elders, and role of informal 7000 B.C. – skills; to hunting, priests education in 5000 B.C. cultivate fishing, food transmission of group gathering skills and values. cohesiveness stories, myths, songs, poems, dances Greek 1600 To cultivate Athenians: Athens: private Athens: The  BTLE1007 B.C. – 300 civic reading, teachers and concept of the B.C. responsibility writing, schools; well-rounded, and identify arithmetic, Sophists; liberally educated with city- drama, philosophers person state; music, physical Sparta: military Sparta: The Athenian: to education, teachers, drill concept of the develop well- literature, sergeants military state rounded poetry person Spartan: drill, Spartan: to military develop songs and soldiers and tactics military leaders Roman 750 To develop Reading, Private schools Emphasis on B.C. – A.D. sense of civic writing, and teachers; ability to use 450 responsibility arithmetic, schools of education for for republic Laws of rhetoric practical and then Twelve administrative empire; to Tables, law, skills; relating develop philosophy education to civic administrative responsibility and military skills Arabic A.D. To cultivate Reading, Mosques; Arabic numerals 700 – A.D. religious writing, court schools and computation; 1350 commitment mathematics re-entry of to Islamic , religious classical materials beliefs; to literature; on science and develop scientific medicine expertise in studies mathematics, medicine, and science Medieval To develop Reading, Parish, Establishing the A.D. 500 - religious writing, chantry, and structure, A.D. 1400 commitment, arithmetic, cathedral content, and knowledge, liberal arts; schools; organization of and ritual; to philosophy, universities; the university as a re-establish theology; apprenticeship major institution social order; crafts; ; knighthood of higher  BTLE1007 to prepare military education of persons for tactics and higher education; appropriate chivalry the roles institutionalizatio n and preservation of knowledge Renaissance To cultivate a Latin, Greek, Classical An emphasis on A.D. 1350 - humanist who classical humanist literary A.D. 1500 was expert in literature, educators and knowledge, the classics – poetry, art schools such as excellence, and Greek and lycee, style as expressed Latin; to gymnasium, in classical prepare Latin grammar literature; a two- courtiers for school track system of service to schools dynastic leaders. Reformatio To cultivate a Reading, Vernacular A commitment to n sense of writing, elementary universal A.D. 1500 - commitment arithmetic, schools for the education to A.D. 1600 to a particular catechism, masses; provide literacy to religious religious classical the masses; the denomination concepts and schools for the origins of school ; to cultivate ritual; Latin upper classes systems with general and Greek; supervision to literacy Theology ensure doctrinal conformity. THE HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM 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.  BTLE1007 Education during the Pre-colonial Period Education was informal and unstructured, decentralized. 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 good husband and wives. Children were provided more vocational training but lesser academics. Teachers were tribal tutors (Babaylan or 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 ilustrados 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 than three centuries were closed but were reopened on August 29, 1898 by the Secretary of the Interior. A system of free and compulsory elementary education was established by the Malolos Constitution. (Political Constitution of 1899). In May 1898, the first American school was established in Corregidor, and shortly after the capture of Manila in 1899, seven schools were opened in the city. Training was done through the schools both public and secular manned by Chaplains and Military Officers of the US Army.  BTLE1007 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 statue. 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 Ethics 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 Compulsory attendance of primary children enrolled in Grade I Adoption of double-single sessions in the primary grade with one teacher one class assignment of intermediate teachers.  BTLE1007 The Japanese Occupation Aims of education during Japanese occupation: Make the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere Eradication of the idea of reliance upon Western States particularly the US and Great Britain Fostering a new Filipino culture based on the consciousness of the people as Orientals Elevating the moral of the people giving up over-emphasis on materialism Diffusion of elementary education and promotion of vocation education Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools Developing in people the love of labor. Post-Colonial Philippines Education aimed at the full of realization of the democratic ideals and way of life. The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, 1954. A daily flag ceremony was made compulsory in all schools including the singing of the Nation Anthem pursuant to R.A. 1265 approved on June 11, 1955. Curricular offering in all schools, the life, the works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo shall be included in all levels. Elementary education was nationalized and matriculation fees were abolished. Magna Carta for Teachers was passed into law by virtue of R.A. 4670 The fundamental aims of Education in the 1973 Constitution are: -foster love of country- teach the 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 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. NCEE- National College Entrance Examination introduced -Executive Order No. 117- President Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987  BTLE1007 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 Board of Professional Teachers under PRC CHED is responsible for higher education. R.A. 7722 – Higher Education Act of 1994 Sources: The teacher and the Community School Culture and Organizational Leadership OBE- & PPST-Based By: Nenilia G. Prieto, LPT,PhD Clotilde N. Arcanghel, LPT,PhD Brenda B. Corpuz, LPT,PhD https://www.youtube.com/watch?v=6qgLYuVIUOc