4-Historical Foundations of Education

A. HISTORICAL FOUNDATION OF EDUCATION

1. Education during the Ancient Period

Education Aim/s Types Contents Agencies Organization Methods

Thought

a. Education for To survive Practical Ritualis-tic and Family (center No grades, grading system, or levels of Tell me and show
conformity To conform to the tribe to which they Education pre-scriptive for practical instruction me
belong. (vocational/domestic training) Trial and error
training) Encultu-ration
TheoreticaI education Indoctri-nation
(intellectual / religious Organic education
training)

b. Education for the To impress traditional ideals and Moral training / social Language, Home Elementary and higher levels Dictation
Preserva-tion of customs to the succeeding generation in training literature, religious Elemen-tary Memoriza-tion
Social Stability order to maintain and perpetuate the Theoretical / religious beliefs and secon-dary Conscious imitation
long established social order training schools Harsh discipline

c. Education for the To promote individual success and Military training Gymnastic / State Spartan: Birth-7: care of the mother 7-18: Training
development of welfare through the harmonious develop- Physical training paramili-tary Barracks type barracks 18-20: professional war training 20: Harsh discipline
individuality ment of the various avocets of human Moral / civic exercises institution oath of allegiance 30: required to marry, Imitation
personality Domestic 3R’s Family fullpleged citizen Memoriza-tion
Liberal Athenian: Birth-7: care of the father 7-16: Principle of individual
education music & physical education 16-18: public differences (Athenian)
gymnasium 18-20: military service 20: full
citizenship

d. Education for To educate the Roman youth for Physical training Cultural Family 7-10: elemen-tary (boys & girls) Memoriza-tion and
Unitaria-nism realizing national ideals (virbonus) Utilitarian Professio-nal Military 10-16: seconda-ry (boys only) imitation
Twelve Tables 16 onwards: higher (boys still Exercise in good
literary
Intensive drill on
parts of speech /
gramma-tical elements
SYNTHESIS:
1. Culture was passed on and preserved for generation.
2. Tribal people were able to adjust and adapt to political and social life.
3. Liberal education was integrated in the curriculum.
4. The complimentary development of the person became vital for his cultural development and for the social transformation of the state.
5. The concept of educational ladder was introduced.

2. Medieval Conception of Education

Education Aim/s Types Contents Agencies Organization Methods

Thought

e. Education for To develop socially responsi-ble Moral / social Human conduct Anywhere (as the need Used no textbook Parable method
humanitarianism indivi-duals who posses all the Religious Funda-mental arises) Practical, familiar
virtues of brotherly love. Universal practices in social life and
/democra-tic nature
Language under-stood
by all
Uses allusions

f. Monasti-sicm To achieve spiritual perfection Moral / 7 liberal arts (grammar, rhetoric, Cathedral schools Externi-do not intend to Dictation
necessary fro eternal salvation religious dialectic, arithmetic, geometry, Parish schools become monks and nuns Memori-zation
astronomy & music) Monastic schools Interni- will enter the Question and answer
order & take vows Reflection

g. Scholasti-cism To support the doctrines of the Religious Theology Cathedral schools Universitas magistro- Lecture / reading
church by rational argument Intellectual Religious philosophy Monastic schools rumet Scholarium Disputa-tion
Medieval university Studium Generale Logical analysis

h. Chivalric To teach the best ideals, socials Social More on activity Home-mother Birthe-7: home Example and practice
and morals Military 7 free arts Castle- lords & ladies 1-14: squire (knight) Imitation
Religious 21- ready for knighthood Discipline
i. Guild To provide education of a practical Vocational 3R’s Chantry schools (by Masters- own, buy and Example
type Religious wealthy merchants/traders sell articles Imitation
Intellectual Burgher schools 9by lay Apprentices- beginners Practice
teachers/ priest) Journeymen-more Dictation
Guild schools for the remunera-ive Memori-zation
children of craftsmen

j. Muslims To search for knowledge and the Vocational 3R’s Libraries Elementary Repetition & Drill
application of scientific facts Intellectual Sciences, history, literature, logic Secondary Memoriza-tion &
Commer-cial Arabic language Higher / universities imitation
A vocational Observa-tion &
experimen-tation

SYNTHESIS:
1. Equality before God was expounded in education.
2. Society became revolutionarized through a system of morality with fuller recognition of the integrity of the human personality.
3. The individual formed bondage to authorities and conventions of the church.

3. The Modern Conceptions of Education

Educational Thought Aim/s Types Contents Agencies Organiza-tion Methods

k. Education for Rich, Italian: Development of a Literary 3 things of the world (World of Secondary Boys attend school Text study to replace lecture
Full Life liberal man who would be able Esthetic the past, Subjective world of schools while girls study at Written themes replaced oral
to appreciate the past as well as Practical emotion, world of grammar, Grammar home under tutors disposition
enjoy the present Social rhetoric and mathematics schools Self-expression
Northern: Rich and full life for Moral Biblical literature University Double translation
the society as a whole Religious

n. Literary Realism To have a complete Literary Encyclope-dic Family (Vives) Individual difference (Vives)
knowledge & understan-ding of Practical Private teacher (Rabelais) Incidental study ways to be made
the human society Liberal Academy (Milton) pleasant & attractive (Rabelais)
Reading for content (Milton)
o. Social Realism To prepare the aristocratic Practical History Academy Direct social contacts
youth for the life of a gentlemen Social Philosophy Private tutorial system Emphasized understanding &
in the world of affairs Physical Language judgment
Moral
Intellectual

p. Sense Realism To prepare the young for the
concrete duties of actual and
practical living in the material
universe
Practical Comprehen-sive Curriculum Comenius’ School Inductive method
Scientific School of the Mother’s knees (infancy) Things thought-words
Liberal Vernacular School (sensory training) 7-12 Nature method
Democratic yrs
Latin School (for understanding and
organization of information) 13-18 yrs
University for tertiary education 19-24 yrs

q. Education as To train the mind through Physical vigor of Drill subjects: spelling, Elementary Tutorial system Law of habbit formation
Formal discipline rigorous exercises in order to the body arithmetic, and grammar Secondary 3 distinct steps: sensation, memory,
develop intellectual capacities Intellectual- reasoning
and to form specific habits mental power Drill
Moral good and Praise & censure
wise conduct

r. Rationalism To free the individual intellect Intellectual Philosophy, science, art, social Self-education Sensation- alism & disciplinism
from all repression Social refinement Critical analysis

Ethics morality

s. Education in Harmony To develop the individual in Holistic Nature phenomena consisted Family Infancy or savage Modern principles of teaching: growth
with Nature accordance with the laws of education of the budding activities & Tutors stage-birth to 5 yrs activity and individuality
nature/ human development interests of the pupil’s own Childhood or stage of Order of nature: need, activity
nature savory-5 to 12 yrs experience, knowledge
Boyhood or stage of
solitude-12 to 15 yrs
Adolescence or stage
of social being -15 to 20
yrs

t. Education for Patriotic To develop military prepared- Secular Social studies Public school 3 level system Adopted all methods tested and
Citizenship ness and aggressive-ness for Civic Centralized proven safe, practical and efficient
Physical and
health training
 the preservation and glorification Vocational Comprehen-sive
of the State Universal
Compulsory
Free common

u. Education as To direct and control growth Intellectual 3R’s science, play, drawing, All existing Kindergarten Principles of: pupil activity, interest,
Psycholo-gical Develop- and development through Moral etc. institutions Primary appercep-tion, concentra-tion,
ment appropriate educational Industrial High school correlation, self-activity, socialization,
procedures Creative College recapitula-tion, readiness, exercise &
Dynamic effect

v. Education as a To determine the effects of Utilitarian Science (core subject) Elementary Provisions for Experimen-tal problem solving
Scientifi-cally Deter- the educational process in the Liberal /cultural Secondary individual differences Scientific method
mined Process improve-ment of map Universal / Technical Research
democratic

w. social Traditio- To give insights into one’s Social Social Studies Schools Centralized, Social communi-cation, cooperation &
nalism social inheritance, into the Vocational Co-curricular activities Public lectures, supported and service
ideals, institutions, conditions, & Recreational motion pictures & supervised by the Social groupings
customs of society Sex education/ programs government Socialized school manage-ment
parental education PTA
Universal NGOS
Compulsory

x. Social To prepare for a progressive Intellectual Social Studies Free public Democratic school Social guidance
Experimentalism rebuilding of the social order Civic school system organization Recognition of rights of others
Vocational Faculty and student Social motive
councils

SYNTHESIS:

1. Education became person-oriented in approach.

2. The development of the mind, body and moral was enhanced.
3. The principal of freedom of thought and creativity became the basis of education.
4. Learning starts from concrete to abstract.
5. The natural interests and the characteristics of the learners were considered.
6. Education emphasized the process of learning and not on the things learned.
7. The principles of human growth and development were considered for teaching and learning effects.
8. Education became an agency for citizenship involvement for national development and progress.
9. More sciences were included in the curriculum.
10. To determine the suitability and effectiveness of the curriculum materials, systematic, and objective analysis was done.
11. Learning objectives and subject matter were scientifically determined.
12. Learners were trained to make intelligent choices by finding all available facts and the reasoning power to solve life problems.
13. Citizens were provided education for personal adjustment and social reconstruction.

4. The Philippine Education

PERIOD FEATURES

A. Pre-Spanish Existences of schooling like reading and writing related to the study of Koran particularly in Maguindanao.
Filipinos had an elaborate civilization prior to Western contact. The indices are effective technology, predictive sciences, art and religion, system of writing, etc.

B. Spanish The education of the Filipino was focused mainly on the learning of the Christian doctrine.
Introduced the parochial school concept practiced in Europe during the Dark Ages
Subjects, other than the Doctrina, were arithmetic, music, and various arts and trades. The vernacular was the primary medium of instruction.
Academic institutions higher than the parochial schools were established. These were the colegios for the boys and the beaterios for the girls. These were
equivalent to present day high schools.
Produced the first grammars and dictionaries that led to the development of Filipino languages.
Provisions for the training of teachers through a normal school.

C. American The Educational Act of 1901, also known as act. No. 74 of the Philippine Commission was promulgated.
Set up a three-level school system. The first level consisted of a four year primary and a three year intermediate or seven-year elementaryschool. The second
level was a four-year program.
In 1910 the Office of the Superintendent of Private Schools was created. This later became the Bureau of Private Schools.
Reading, writing, arithmetic, good manners and right conduct (GMRC), civics, hygiene and sanitation, gardening, domestic science, American history, and
Philippine history were the subjects for study.
In 1925, the Monroe Survey commission, headed by Paul Monroe, was created to evaluate the entire school system the Americans set up.
Educational aims: 1) training for self government and 2) provision of English as a common language.

D. The fundamental aims of education as set forth in the 1935 Constitution are: to develop moral character, personal discipline, civic conscience, and vocational
Commonwealth efficiency and to teach the duties of the citizenship.
Promulgate the so-called “Quezon Code of Ethics” which laid the foundation of the emerging philosophy of Philippine education.
Tagalog became the basis of the national language.
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) provided for the following:
 a.Reduction of the 7-year elementary course to 6 years.
b.Fixing the school entrance age at 7 years.
c.National support for elementary education.
d.Compulsory attendance of primary children enrolled in grade 1
e.Introduction of double-single session.

E. Japanese Gives importance to the diffusion of elementary education and promotion of vocational education.

F. Third The board of Textbooks was created.

Republic Return to the practice of only one class under one teacher in the primary and three teachers to two classes of five teachers to three classes in the
intermediate.
Compulsory completion of the elementary grades.
Compulsory enrollment of children in the public schools upon reaching seven years of age.
Service eligibility of teachers was made permanent.
The Board of National Education (BNE) was created.
A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem.
The life, works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo was included in all levels.
Elementary education was nationalized and abolished matriculation fees.
The Magna Carta for Publlic School Teachers (R.A. 4670) was enacted.
Special Education Fund and local school boards were created.
Rise of Barrio High Schools.
Created the Presidential Commission to Study Philippine Education (PCSPE)

G. New Society Issuance of P.D. 6-A (Educational Decree of 1972)

The fundamental aims of education in the 1973 Constitution are: to foster love of country, teach the duties of citizenship, develop moral character, self-
discipline, and scientific, technological, and vocational efficiency.
Bilingual Education Program mandates the use of English and Filipino separately as media of instruction in school.
The National College Entrance Examination (NCEE) was created.
Tertiary honor students (summa cum laude, magna cum laude, cum laude) are granted civil service eligibility.
Professional Board Examination for Teachers (PBET)
Education Act of 1982 was formulated.

H. Edsa Fundamental aims of education: shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of the
Republic national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.
Free public secondary school.
Government Assistance to Students and Teachers in Private Education.
 Teaching of values in the New Elementary School Curriculum (NESC)
Student employment Law
Creation of CHED
Professionalization of teachers

A. Educational Contributions in the Different Periods

EDUCATIONAL EDUCATIONAL CONTRIBUTIONS

PHILOSOPHERS

1. Francis Bacon Introduced the inductive method of teaching (Novum Organum)

(1561- 1626)

2. Wolfgang Ratke Initiated teaching in accordance with child’s nature

(1571-1635) Principle of repetition to ensure mastery

3. John Amos Comenius Father of Modern education

(1592-1670) Wrote the 1st picture book, “Orbis Pictus Sensualium” or the World of Sensible Things Pitured

4. John Locke Father of English Empiricism

(1632-1704) Authored the “Tabula Rasa” theory of education

5. Richard Mulcaster Developed teacher-training colleges

(1531-1611)

6. Francois Fenelon Pioneered the education of women

(1651-1715)

7. St. John Baptiste de la Salle Patron saint of teachers

(1651-1719) Founded La Salle schools

8. Jean Jacques Rousseau Wrote “Emile” and “Social Contract”

(1712-1778) Father of Modern Democracy
9. Johann Heinrich Pestalozzi Wrote “How Gertrude Teachers Her Children”
(1746-1827) Advocator of: object study with language, education for social regeneration, learning through observation & experiences, discipline based on
love, etc.

10. Johann Friedrich Herbart Authored the Herbartian method (inductive method of teaching)
(1776-1841) Principal advocate of interest and apperception in learning

11. Friedrich Wilhelm August Father of Kindergarten

Froebel (1782-1852) Introduced the role of play inn the school program

12. John Henry Newman Authored the Idea of University” (must offer universal knowledge)
(1801-1890)

13. Herbert Spencer Defined education as complete living

(1820-1903)

14. Pedro Poveda Introduced Christian Humanism (committed to the upliftment of the poor and the marginalized people
(1874-1936) Founded the Teresian Association in 1911 (committed to the transformation of the world through the gospel)

15. Maria Montessori Advocated the education of the handicapped and underprivileged youth
(1869-1952) Introduced a new pedagogy for teaching young children (characterized by freedom, prepared environment, and specific goals of developing the
child)

16. Paolo Freire Criticized contemporary education as the education of the oppressed
(1921) Wrote the “Pedagogy of the Oppressed” in 1968 (described traditional education as the banking concept of education responsible for the
“culture of silence” among the oppressed

17. John Dewey Most popular educator of the 20th century

Established the “Laboratory School”
Wrote “Democracy and Education”

18. Horace Mann Pioneer of the “Common School” forerunner of the public School system)
19. Edward Lee Thorndike Authored the laws of learning
Father of the statistical movement in education

20. Camilo Osias School has an important role in the development of dynamic nationalism and internationalism in relation to democracy in the education of the
youth

21. Dean Francisco Benitez The function of our school is neither to fit the individual for the past which is dead and gone, nor to prepare him for a remote future which is
problematical, rather it is to train the individual so that he will be a member of the world as it is.

22. Dr. Pedro T. Orata All Filipinos particularly the out of school youth adults have the right to education particularly those living in the far flung areas of the country
where school resources maybe scarce, inadequate, limited or inappropriate.

23. Salvador Araneta Education must fight intellectual indolence among students, eradicate moral turpitude, subject them to the educational crucible of discipline,
disciplining their muscles, their hearts, heir minds, and their character, and crowning their education with the education with the fire of love
for God and nation

24. Rafael Palma “…the diploma is by no means conclusive evidence of one’s ability until he has demonstrated by actual performance that he has fully done the
tasks expected of him for the good of the country…”

25. Dr. Lourdes Quisumbing Believes that education must strengthen the dignity of the learner as a human person. As such, the various dimensions of man’s personhood
have to be fully developed by the school system through an effective and systematized values education.

26. Plato The teacher must emphasize the priority of ideas over matter, developing human virtues.

27. Aristotle The truly educated person is guiding his or her ethical conduct and political behavior.

28. Harris Broudy Focused on the value of education to “live the good life”

29. William C. Bagley Urged school system to return to the essentials of the basic skills of reading, writing, arithmetic, history and English

30. George Counts Education ought to prepare people to resolve social crisis by reconstructing ideas, beliefs and values in the light of changing condition.

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