Republic of the Philippines

Northwest Samar State University

Rueda St., Calbayog City 6710 Doc. Code: IQA-QF-03
Website: http//www.nwssu.edu.ph Revision No.: 02
Email: [email protected] Effective Date: May 21, 2020
Telefax: (055) 2093657
ISO 9001:2015 Certified

Student: Manuel III D. Gacud Program: BSED 3- Mathematics

Professor: Dr. Helen S. Cabral Semester: 2nd Semester
Prof. Ed 10 – The Teaching Profession S.Y.: 2020 - 2021

THE TEACHING PROFESSION

Assignment #2
Unit II – Historical Foundations of Education

Direction: Research on the historical background of education and provide a synthesis

on the following:
1. Global scenario
1.1 ancient period
➢ In this period education is was acquired base on the culture and
beliefs of the people. Where in the aim of education is to teach
survival skills and to impart cultural believes and practices, this
process is called the enculturation. This education helps the person
in learning his culture, develops his behavior in the ways of
adulthood and to guide the person in his role in their society. The
purpose of primitive education is to shape children to becoming good
members of a tribe. Training for citizenship is essential to primitive
people because they are primary concerned with the growth of
individuals as tribal members and the comprehensive understanding
of their society and lifestyle during the passage from pre-puberty and
post-puberty. The people during this period is taught to practice
fishing, hunting, poems, songs and dances. In this education, the
environment and all the surrounding activities are viewed as school
or classroom and all adults, parents, tribal elders and/or religious
elders act as teachers.

1.2 middle/medieval period

➢ The Middle Ages or the medieval period spans between the 5th and
the 15th century AD, just after the fall of the Roman Empire. During
this period, there was a return to systemic agriculture and there was
an increased trend towards urbanization in most societies. Religious
art and architecture flourished. The fields of philosophy,
mathematics and poetry saw rapid development, with Fibonacci,
Oresme, Giotto, Dante and Chaucer being noted for their work in
their respective fields. The middle ages contributed a lot to the
development of education, as evident from the fact that the concept
of universities began around this time. Education in the medieval
period was the prerogative of the Church, especially during the early
medieval period. Medieval education was often conducted by the
Church. Most cathedrals had a school to provide a free education to
every boy and enforced a highly demanding course of study. Very
 few girls, if any, were educated at proper institutions, most girls were
taught basic reading and writing at their own homes. The students
were taught seven liberal arts; Latin, grammar, rhetoric, logic,
astronomy, philosophy and mathematics. Medieval education
institutions were of three types: grammar schools, monastic schools
and universities.

1.3 renaissance period

➢ Renaissance humanists studied the literature of ancient Greece and
Rome, believing that these classical works represented the height of
human knowledge and were important models for a new age. St.
Jerome in His Study, by the Italian painter Antonello da Messina
(1430-1479), depicts the 4th-century scholar Jerome. Jerome was
known for his important literary accomplishments, including a
translation of the Bible into Latin. Education during the Renaissance
emphasized such humanistic disciplines as history, poetry, and
ethics. This painting depicts Massimiliano Sforza, the son of a duke
of Milan, attending to his lessons. The Humanists of the Renaissance
created schools to teach their ideas and wrote books all about
education. Humanists sought to create a citizenry able to speak and
write with eloquence and clarity, thus capable of engaging in the civic
life of their communities and persuading others to virtuous and
prudent actions. This was to be accomplished through the study of
the humanities: grammar, rhetoric, history, poetry, and moral
philosophy. Education in the Renaissance centered around a
rediscovery of lost ideas leading to a rebirth of civilization. The social
lives of people were greatly influenced by advancements in
education during the Renaissance. More people than ever before
were sent to schools and educated. Schools for girls were built, and
they were taught sewing, reading, writing, and dancing. Some of
these schools even had teachers for singing and playing
instruments. Upper class women were taught language, philosophy,
theology and mathematics. But their education only prepared them
for social life at home. Women lost political power, access to property
and their role in shaping society.

1.4 modern/contemporary period

➢ Contemporary Education is all about connecting school learning to
the lives we lead and that means changing how we do school
consciously, deliberatively and intentionally. Nowadays most
schools are set up for teachers to transmit abstract knowledge in
standardized fragments and students are expected to reproduce it
on tests and be obedient. This is what school has become in many
places and it is what we take to be normal. Yet, just as school
became this way over time, it can become something different - in
which learning is for life - to question how we live and why we live
that way, to use knowledge to lead more meaningful lives.
Contemporary learning prepares students across all curriculum
areas and learning stages with skills and capabilities to thrive in a
rapidly changing and interconnected world. It connects students and
 engages their sense of curiosity. Contemporary learning
environments inspire students to be leaders of their own learning.
Students collaborate and use critical and creative thinking to solve
complex problems and become mindful global citizens. In todays
period the education becomes more interesting where in you can
study different areas according to your will and the more knowledge
you will gain especially in using technologies that is useful
nowadays.

2. local scenario
2.1 Pre-colonial period
➢ The pre-colonial period is the great contributor and a major factor in
the system of education in the Philippines. Primitive Communal to
Asiatic feudalism were the types of society present before Spanish
colonization. With their practical and subsistent mode of production
they had to provide education that was plain and simple. The
medium of instruction used was Alibata, the native alphabet that is
composed of 17 symbols each representing the letters of the
alphabet. The symbols contained three vowels and the rest were
consonants. The educators or the teachers during this period are the
Babaylan and the Katalonan. They are gifted with wisdom and
knowledge on spirituality and the system of running their own
society, they were respected by the people of the society Therefore,
the type of education that was taught was one of beliefs and
traditions. However, since there was insufficient scientific learning,
they lacked efficient means of economic production. Education was
truly valued by the early Filipinos. The fathers teach and train their
sons to hunt and other means of maintaining a livelihood. On the
other hand, the mothers were in charge of their girls and instructing
on household chores. The purpose of this type of education was to
prepare both boys and girls to become good husbands and wives in
the future. Both Filipino men and women knew how to read and write
using their own alphabet. Communities were Muslim, similar to those
on Mindanao, and education was proliferated through the religion of
Islam. The Imam* or Ulema† were the declared teachers. The
children were taught how to read, write and comprehend Arabic by
using the Koran as their holy book. Hindmost, ‘informal’ and
‘unstructured’ are the words best used to describe the education in
the Philippines during the pre-colonial period. The type of education
was not institutionalized and separate institutions for education were
not in place. Specialization in education also did not exist. Education
was used to preserve the cultural heritage of the country Babaylan,
Katalonan and other teachers were highly respected

2.2 Spanish period

➢ Compared with the system of the early settlers, during the pre-
Spanish time the system changed into a formal system. The first
Christian school built in the Philippines was mandated by the
Augustinians and established in Cebu in 1565. The establishment of
schools from the primary level to the tertiary level education came
about all because of the religious congregations. Christian doctrines
were the main focus of these schools and schools for boys and girls
were separate. However, only wealthy Filipinos or the Illustrados
were accommodated by the schools. More negative effects were
brought about by colonial education for the Filipinos. The Spanish
authorities in the Philippines were mandated to educate the natives,
to teach them how to read and write, and to learn Spanish based on
King Philip II’s Law of the Indies (Leyes de Indias). However, given
the realities of the time, the last order was quite impossible. Spanish
was also taught to those who were interested. With the first movable
printing press in the country introduced by Spaniard, Tomas Pinpin,
the Prince of Filipino printers, made sure he published a book on
how to learn Spanish. The archives of some of the published books
during the Spanish era, such as the Spanish-Chinese dictionaries,
are kept at the University of Santo Tomas*. The public-school system
in the Philippines was born in 1863, with the passage of the
Education Reform Act in the Spanish Courts. Due to the compulsory
education of Filipino children, separate schools for boys and girls
were established in every pueblo†. The law also implemented the
training of both male and female teachers after the establishment of
the Escuela Normal. The system of education familiarized by the
Filipinos was religious and patriarchal. People were also taught that
social mobility was achieved through education, but sadly this
manifested itself in social inequality and female subordination. The
higher priority for educational attainment was placed on men rather
than on women. With regard to higher education, the students
graduated with a Bachelor of Arts (Bachiller en Artes) degree. The
Jesuits established “Colegio de San Ignacio”, the first college
schools for the boys in Manila in 1580. This was followed by another
university, “Colegio de San Idelfonso” in Cebu in 1595. It was in 1589
when the government entrusted the “Escuela Pia” to the Jesuits,
later this was called “Ateneo de Municipal” which is now the famous
Ateneo de Manila University. “Colegio de San Jose” was also
established in the early 1600s by the friars (de la Costa, Horacio
1967). Compared with the boys, it took a little time to establish
schools and colleges for girls. In 1589, “Colegio de Santa
Potenciana” was opened for girls; this was the first school and
college for girls. Following the birth of the first school for women,
Colegio de Santa Isabel opened in 1632. The religious
congregations instituted “beaterio”. The sole purpose of this was to
provide education for orphaned girls who could not afford to educate
themselves. The lessons taught were basically about household
tasks such as cooking, embroidery-making, sewing and others skills
necessary for good housekeeping. Even though many universities
and schools’ institutions were established, Science and Mathematics
were not much taught to the students; the missionaries greatly
emphasized teaching the Christine doctrines, the reading of Spanish
books and a bit of the relevant native language. The Decree of
Education in 1863 established the first ever educational system in
 the Philippines. It required the government to provide school
institutions for boys and girls in every town. Given the situation, the
Spanish schools started accepting Filipino students. It was during
this time that the intellectual Filipinos emerged. This also brought
about the establishment of the Normal Schools which gave more
opportunity to the Filipinos to attain a sound education. The Normal
Schools offered a three-year teacher-lead education at the primary
level

2.3 American period

➢ Similar to the Spaniards, the Americans brought many cultural and
traditional changes to the country during their 45 years of
colonization. Even today, these strong influences can still be seen in
the lifestyle of the Filipinos. With their motive to spread their cultural
values, specifically the English language to the Filipino people,
education became a very important issue for the United States’
colonial governments and they used it as a tool to fulfill their visions.
Every child from age seven was obliged to register at the nearest
school. School supplies were provided to the students for free.
During the American period levels of education were divided into
three. Firstly, the “elementary” level composed of four primary years
and three intermediate years. Next, the “secondary” or high school
level consisted of four years, and finally, the “college” or tertiary level.
Unlike during the Spanish period, religion was not part of the school
curriculum. school curriculum. If students excelled academically,
they were given a chance to continue their studies and to pursue
their expertise in their chosen fields or professions in the United
States. “Scholar” was the word used for them, as the government
covered all their expenses. In return, they were to teach or work in
government offices after they finished their studies. Judge Jose
Abad Santos, Francisco Benitez and Dr. Honoria Sison were some
of the successful Filipino scholars. Volunteer American soldiers were
the first teachers of the Filipinos. Building classrooms wherever they
were assigned was part of their mission. In June 1901 these pioneer
teachers stopped teaching when a group of teachers from the U.S.
came to the country aboard the ship Sheridan. Around August of the
same year, 600 more teachers called Thomasites arrived aboard
with the ship USS Thomas (from which their name derived); 365
males and 165 females composed the original batch of Thomasites
who sailed from the U.S. Around 1902 more American teachers
followed the Thomasites, leading to a total of about 1,074 stationed
around the Philippines. In accordance with the 1935 Constitution,
free education in public schools all over the country was provided by
the Commonwealth*. Nationalism was emphasized in schools –
teaching the students about the deceased Filipino heroes. Cooking,
farming, sewing and some household activities together with
vocational education were given importance. Discipline and proper
manners were also not neglected. The Institute of Private Education
aimed at observing private schools was established. In the early
1940s the student population around the country studying in the 400
 private schools rea10,000 students. Formal education was not only
provided for youngsters, adult education was also present.

2.4 Post-colonial period

➢ Among the three colonizers of the country, the Americans dominate.
With English as the medium of instruction, the Philippine education
is a prototype of the American system. Schools are categorized into
public (government) or private (non-government). The preparatory
primary level consists of nurseries, kindergartens and preparatory
schools offered in most private schools; moving on to six years of
primary education, followed by four years of secondary education
and college – meaning the general pattern of formal education has
four stages. Generally, college education takes four, rarely five years
and in some cases, as in medical and law schools, as long as eight
years. Two or more years are added for graduate schooling or
schooling for advanced study, mainly offered to those who have
already attained a bachelor’s degree. Classes in the country start in
June and end in March the following year. Some colleges follow the
two-semester calendar namely: June-October and November-March
while other universities, such as De La Salle University, follow a tri-
semester pattern. The first term starts in May to August, followed by
the second term on September to December and for the third and
final term is January to April in the new year. Foreign schools are
present with study programs similar to those of the local schools. In
2003, the overall literacy rate was estimated to be 95.9 % for the total
population, 96 % for males and 95.8 % for females. The majority (90
%) of all enrolments is in vocational courses with a specific work
goal, most of these are in Business and Engineering, attracting over
half of the student body (Estelle 1991). While only 4 % of all the
students are majoring in Humanities, Mathematics, Natural and
Social Sciences – the fundamentals of the arts and science
curriculum in most countries. Table 3 presents a brief comparison of
the advantages and disadvantages on the education system during
different periods of colonization in the Philippines. Education for
everyone regardless of class Education for everyone regardless of
class and gender. Public schools in basic level education are not
money oriented. and, gender. Public schools in basic level
education are not money oriented.