DAVAO CENTRAL COLLEGE,
INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI
SSt F1-Foundation of Social Studies
Week 3
Unit 1: Meaning and Historical Background of Social Studies
Topic: Development of Social Studies Thoughts in the
Philippines.
Learning Outcomes:
1. Describe the origin of Social Studies in the
Philippines.
2. Draw a timeline to show the developments of Social
Studies in the Philippines.
Concept Digest
Development of Social Studies in the Philippines
The history of social studies in the Philippines is
closely tied to the country's colonial past and its evolving
educational system. Social studies as a formal subject in
the Philippine curriculum has undergone several
transformations, reflecting the country's historical
context, political changes, and societal needs.
Early Beginnings
During the Spanish colonial period (1521-1898),
education in the Philippines was primarily religious in
nature, with an emphasis on Christian doctrine. The friars
controlled schools, and the curriculum was heavily
influenced by religious teachings, focusing on catechism and
basic reading, writing, and arithmetic. There was little to
no emphasis on social studies as we understand it today.
American Colonial Period
The introduction of social studies as a distinct
subject began during the American colonial period (1898-
1946). The Americans established a public school system, and
the curriculum was heavily influenced by the American
educational model. Civics and government became key
components of education, aiming to foster loyalty to the
United States and promote democratic ideals. The teaching of
Philippine history also began during this period, although
it was initially taught from an American perspective.
In the early 1900s, the Philippine Commission, headed
by William Howard Taft, implemented an educational system
that included subjects such as Philippine history,
geography, and civics. These subjects were aimed at teaching
Filipinos about their own country and its place in the
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DAVAO CENTRAL COLLEGE,
INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI
world, as well as instilling a sense of civic
responsibility.
Post-Independence Era
After gaining independence in 1946, the Philippines
began to develop a more nationalistic curriculum. Social
studies became an important tool for nation-building,
focusing on Philippine history, culture, and government. The
1957 Revised Philippine Educational System emphasized the
teaching of Philippine history and government to foster
national identity and patriotism.
Martial Law and Beyond
During the Martial Law period under President Ferdinand
Marcos (1972-1981), the curriculum was used as a means of
political control. Social studies subjects were revised to
promote the New Society's ideals and glorify the Marcos
regime. However, after the People Power Revolution in 1986
and the restoration of democracy, the curriculum was again
revised to reflect democratic values, human rights, and the
true history of the Marcos dictatorship.
Educational goals in the 1980s–2010 were crafted within
specific political contexts and consequently, such contexts
define how the goals were articulated. The goals of the 1982
New Elementary School Curriculum (NESC) were obtained from
Batas Pambansa Blg. 232 (Education Act of 1982) issued
during the time of President Ferdinand Marcos, while the
goals of 1989 New Secondary Education Curriculum (NSEC) were
based on the 1987 Constitution drafted during the time of
President Corazon Aquino. The elementary and secondary
Social Studies curricula therefore spanned within the
contexts of two political eras, i.e., Marcos’ dictatorship
and Aquino’s restoration of democracy. This change in the
political set-up transformed the articulation of educational
goals across the said periods. While the 1982 goals
reiterated the goals of the previous 1970 elementary
curriculum (The Revised Elementary Education Program, 1970),
the 1989 goals (Implementation of the New Secondary, 1989)
were not a reiteration of the 1973 secondary curriculum
(Department of Education and Culture, 1976). Instead, the
1989 goals were revised to reflect the changes in the
political scene. For instance, the goal to develop “a
reasoned commitment to national development” in 1973 became
“enlightened commitment to national ideals” (Nelson, 1994)
in 1989, signifying a change in tone (from reason to
enlightenment) and construct (from national development to
national ideals). The acquisition of work skills had to be
matched with work ethics in 1989, putting forward the need
for values. Lastly, the arts and sciences, then seen as
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DAVAO CENTRAL COLLEGE,
INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI
sources of pleasures and profit, were now viewed not only
for self-fulfillment but also for promoting the welfare of
others.
Table 3. Comparing the 1973 and 1989 Curriculum Objectives
Objectives of 1973 Revised Objectives of the 1989 New
Secondary Education Secondary Education
Curriculum (RSEC) Curriculum (NSEC)
Develop a reasoned Develop an enlightened
commitment to the goals commitment to the
of national development national ideals by
by cherishing, cherishing, preserving
preserving, and and developing moral,
developing moral and spiritual, and socio-
spiritual values and cultural values as well
other aspects of the as other desirable
national heritage aspects of the Filipino
desirable in Philippine heritage
society
Acquire the basic Acquire work skills,
occupational skills, knowledge and
knowledge, and information, and a set
information essential of work ethics
for obtaining initial essential for making
gainful employment and intelligent choice of
for making intelligent an occupation or career
choice of occupation or and for specialized
career training in specific
occupation
Understand the wide Broaden and heighten
possibilities of the one’s abilities in and
arts and the sciences appreciation for the
as permanent sources of arts, science and
pleasures and profit, technology as a means
and discover, broaden, for maximizing one’s
and heighten his potentials for self-
abilities in and fulfillment and for
appreciation for them promoting the welfare
of others
The 1989 NSEC was launched three years after Marcos was
unseated from power through a non-violent revolution. As
democracy was restored, then Department of Education
Secretary Lourdes Quisumbing (1994) implemented the Values
Education Program to strengthen the moral fiber of the
Filipino people, weakened by 14 years of dictatorship. NSEC
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DAVAO CENTRAL COLLEGE,
INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI
used this values education framework to transform the goals
of secondary education accordingly.
The K-12 Curriculum and Modern Developments
In 2013, the Philippines implemented the K-12
educational reform, which added two more years to the basic
education cycle. The social studies curriculum was updated
to align with the goals of the K-12 system. The current
curriculum emphasizes critical thinking, global awareness,
and a deeper understanding of Philippine society and the
world.
Social studies in the K-12 curriculum is divided into
several learning areas, including:
Araling Panlipunan (Social Studies) from Grades 1-10,
covering Philippine history, Asian studies, world history,
economics, and contemporary issues.
Understanding Culture, Society, and Politics for senior
high school students, which delves deeper into the social
sciences.
Throughout its history, social studies in the
Philippines has evolved to meet the changing needs of the
country. From its colonial beginnings to the present-day K-
12 curriculum, social studies remains a crucial subject in
shaping the minds of young Filipinos, fostering national
identity, and preparing them for active citizenship in a
globalized world.
References:
R1. National Open University of Nigeria School of
Education, Module Introduction to Social Studies
R2. https://www.academia.edu/29533983/Sociology_and_the_Soci
al_Sciences_in_the_Philippines_Developments_and_Prospects
R3.https://www.researchgate.net/publication/317341173_Relev
ance_of_social_studies_in_the_21st_century_society_Student
s'_perspectives
R4.http://www.deped.gov.ph/wp-content/uploads/2019/01/AP-
CG.pdf
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DAVAO CENTRAL COLLEGE,
INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI
