LECTURE NO.

5 Historical Foundation of Education Global

United Nations Educational, Scientific and Cultural EDUCATION
Organization (UNESCO) Four Pillars of Education
➢In 1996, UNESCO declared that: •institution created by the society- to assure survival,
Meaningful educational/learning engagements should stability and convenience.
rest on the following four pillars:
SCHOOL
a) Learning to know •tasked to impart specific knowledge on skills necessary
for functioning in the society.
- Concerned less with the acquisition of structured
•tasked to transmit society's cultural value.
knowledge than with the mastery of learning tools.
memory and thought.
PRIMITIVE EDUCATION 7000 B.C. – 5000 B.C.
▪Learning to know is learning to learn.
OUTSTANDING CONTRIBUTION TO EDUCATION
• The primitive man started the rudiments of education
b) Learning to do
from which evolved the modern educational system
This is a compass to be entrepreneurial in this 21st
Century SUMERIAN EDUCATION 5000 B.C.-4000 B.C.
 Qualities needed in the World of Work • Sumeria is situated in the Plain of Shinar, presently,
 Self Management – Know how to manage this place is within Iraq.
oneself •The Sumerians were Indo-Europeans.
 Co-Management – Set up teams with and •The Sumerians, particularly the priests, were a
groups with common work commercial people.
 Group Management – Ability to manage the •Their king called patesi was their temporal as well as
work of others when leading a group – develop spiritual leader.
the potentials of collaborators  their god and to humanity called namlulu.
▪Learning to do enables us to turn our knowledge into Cuneiform-writing system that consists of wedge-
effective innovations. shaped characters. It is also the Sumerian’s outstanding
contribution to education.
c) Learning to live together • The name comes from the Latin word cuneus for
'wedge' owing to the wedge-shaped style of writing.
This is a compass with which to find others  Cuneiform signs were made by pressing a reed
➢A total shift from self-centeredness ( I, me and stylus into soft clay.
myself) such as The first stories were written, they were called Epics.
“ The ability to understand other people’s reactions by Long poems that tell stories of heroes: The Epic of
looking at things from their own point of view” Gilgamesh by Sînlēqi-unninni
▪Learning to live together is the pillar that the UNESCO  Make Up - Blush and lip coloring were made
Commission emphasizes more than any other. from red clays and insects crushed and mixed
with animal fat and water.
d) Learning to be  water clock to measure the time.
 Great Ziggurat of Ur
➢This is a compass with which to find oneself

“Self-evaluation – Acceptance” EGYPTIAN EDUCATION

•One of the earliest form of civilization.
- For the unfavorable one, one should take them as • Ruled by Pharaoh whose powers were absolute.
constructive “criticism” to improve or get a better Hieroglyphics
result.  pictures or signs that represented ideas.
“The end of education is to discover and open  writing on large scale.
the talents which are hidden like a treasure within every  hieroglyphics(pictures), hieratic(sound systems)
person” OUTSTANDING CONTRIBUTIONS TO EDUCATION
• The outstanding contributions of the early Egyptians
to education were geometrical measurement and
‘‘Students eat the bread and butter of the peasants
surveying.
because they have promised a service in the future. If
 PAPER. The Egyptians developed the rudiments
they are unable or unwilling to provide that service
of the present day paper by use of papyrus
when the time comes, then the students have stolen
reeds that were abundant in the Nile valley
from the peasants as surely as if they had carried off
 ARITHMETIC. Egyptians used a complex
their sacks of wheat in the night’’
mathematical system known as the Egyptian
- Julius Nyerere (In ‘Freedom and Development’)
method to compute the twelve months
“ Four years of undergraduate education make little calendar based on the floods of Nile and the
difference in students’ ability to synthesize knowledge knowledge of Astronomy.
and put complex ideas in writing.”  PYRAMID
- Arum and Roksa (2011)  Mummification of the dead also demonstrate
their knowledge to preserve the dead.
Blaschke (2012) noted that Educators today should be
more concerned about developing lifelong learners EARLY HINDU EDUCATION
who can survive and thrive in a global knowledge • The humid climate, hard life, poverty, disease and
economy. famine developed in the people a kind of characterized
mysticism and fatalism.
•doctrine of the karma made the people believe that Confucius five (5) Cardinal virtues
there was a reward for good deeds and punishment for 1)Benevolence or universal charity
evil ones. 2)Justice
•The chief religion was Brahmanism, also called as 3)Conformity to established usage
Hinduism. 4)Prudence or rectitude of heart and mind
•India developed a rigid social system which divided 5)Fidelity or pure sincerity
into a hierarchy of five classes called castes.
The Four Books: ( written by Confucius disciples)
1)The Tao Hsio, or Great Learning
2)The Chung Yung, Doctrine of the Mean
3)The Lun Yu, or Sayings of Confucius
4)The Meng-Tze, or Saying of Mencius

a)The lowest examinations were given in the countries

and those who passed were awarded honors called Hsiu
Ts’ai, similar to the Bachelor of Arts degree.

b) Those who passed were awarded a degree equivalent

 Children of Kshatriyas, Vaisyas, and the Pariahs to Master of Arts which was called Chu-jen.
were not admitted to intellectual education.
Literature for the Brahmans. Vedas are composed of c) Those who passed were given a degree Chin-shih,
collections of ancient religious wisdom. Veda means equivalent to a Doctoral degree.
religious.
a) Rig Veda – Veda of Psalms and Verses OUTSTANDING CONTRIBUTION TO EDUCATION
b) Yajur Veda – Veda of Sacred Formulas •The outstanding contribution of Early China to
c) Sama Veda – Veda of Chants Education is the administration of Civil service
d.) Antharva Veda – Veda of Charms examinations.
e.) The Angas – volumes of Hindu scientific and
philosophical knowledge. EARLY HEBREW EDUCATION
f.) The Code of Manu – compilation of ethics, customs, God (Yahweh)
and traditions. • It was in the temple or synagogue where the Torah
and the Talmud were expounded.
OUTSTANDING CONTRIBUTION TO EDUCATION  Pentateuch or Torah
 The decimal system of arithmetical notation, The Torah is the compilation of the first five books of
particularly the use of the symbol "O." the Hebrew Bible, namely the books of Genesis,
 The Idea of Zero. Created by mathematician Exodus, Leviticus, Numbers and Deuteronomy.
Aryabhata.  Talmud
 Numeral Notations. A system of different The Talmud is the central text of Rabbinic Judaism and
symbols for every number from one to nine. the primary source of Jewish religious law (halakha) and
 Fibbonacci Numbers. Appears as “matrameru” Jewish theology.
by Pingala.
 Binary Numbers. A basic language in which OUTSTANDING CONTRIBUTION TO EDUCATION AND
computer programs are written. It refers to a HUMANITY
set of two numbers, 1 and 0, the combinations • The Ten Commandments
of which are called bits and bytes. • The Bible
 Chakravala method of Algorithms. Is a cyclic
algorithm to solve indeterminate quadratic GREEK EDUCATION
equations. Was developed by Brahmagupta, a • The Greek are a mixture of the Aryan and Germanic
well-known mathematicians of the 7th century. people, two great races.
 Ruler Measurements. Made from ivory and • The two Greek city states were Sparta and Athens.
shell.  Sparta “man of action”
 The Heliocentric Theory. Propounded by  Athens “man of thoughts”
Aryabhata.
SPARTAN EDUCATION
EARLY CHINESE EDUCATION OUTSTANDING CONTRIBUTION TO EDUCATION
 Confucius, a Chinese Philosopher and known as • The most that we can emulate form the Spartan is
the first teacher in China. He also established military education, as we now have in our schools and
ethical, moral, and social standards that formed the development of patriotism and discipline.
the basis of a way of life known as
Confucianism. ATHENIAN EDUCATION
Five fundamentals of relationship: AIMS OF EDUCATION
a. between sovereign and subject; 1.By the Sophists, pragmatic and utilitarian
b. Between father and child; • To prepare, cultivate and develop skillfulness most
c. between husband and wife; useful for his personal advancement and political
d. Between older brother and younger brother (brother preferment.
and sister); and 2. By Socrates. To develop the power thinking, to
e. Between older friend and a younger one. enable humanity to arrive at fundamental concepts or
moral principles of the universe, and to establish that
morality is based on knowledge and virtue.
3. By Plato- To produce social order or system 5. Teaching with authority John 14:60 “ I am the way ,
controlled by intellectual rulers to develop the the truth and the life, no one can go to the Father
individual’s natural talents. except by me.”
4. By Aristotle - To produce or promote rational living. 6. Figures of Speech
a. Simile
Palaestra - a school where gymnastics, sports, and b. Metaphor
games were taught c. Hyperbole
• a teacher called paedotribe. 7. Miracles

• Didascaleum - a music school and a school of MEDIEVAL PERIOD

literature in which was a school of literature in which • The fall of the Rome in 476 A.D. is considered as the
was taught poetry accompanied by music. end of ancient times and the start of medieval history.
Kitharist – music teacher
Grammatist – teacher of letters four educational systems or movement emerged:
MONATISCISM
• Rhetorical schools – started by Sophist, to prepared  from the Greek word “monos” meaning alone.
the young men for a public career  Men are called MONKS, women are called
NUNS.
Socrates school of Philosophy (by Socrates)  St. Anthony as the founder of Christian
The School of Academy (by Plato) monasticism.
The School of the Lyceum (by Aristotle)  St. Benedict (“Father of western monasticism”)
The University of Athens formulated the Rule of Benedict containing 73
articles in 529 covered the organization and
Plato believed that man has three traits: intellect, administration of monasteries. Founded the
passion, and appetite. monastery in Monte Casino in Italy.

OUTSTANDING CONTRIBUTIONS TO EDUCATION AND The Seven Liberal Arts (terms given by Cassiodorus)
HUMANITY Trivium (tres viae, three roads)
• The Socratic method of teaching.  Grammar – languages and literature
• Realm of philosophy  Dialect – logic and right reasoning
• Syllogistic reasoning or logic  Rhetoric – law and composition
• Euclidean geometry Quadrivium (quattour viae, four roads)
 Geometry – geometry, geography, and natural
ROMAN EDUCATION history
 Early Republic (750-350BC)  Arithmetic – numbers and the study of the
Spurius Carvilius (fl. 230 BC), calendar
an ancient Rome politician opened the first fee paying  Music – plain chant and harmony used in church
“ludus” (school). He is often credited with inventing the  Astronomy – celestial objects, chemistry and
Latin letter G. physics

 Late Republic (300-0BC) In the middle ages, boys and girls who did not intend to
ROMAN TOOLS FOR SCHOOLS become monks and nuns. They were called externi to
 Ink Pot differentiate them from the monks called interi or
 Wax tablet oblati
 Styllus
 Abacus – first portable calculating device for SCHOLASTICISM
engineers, merchants and tax collectors. revised beliefs and logical methods of discussion
Famous Roman Teachers
• Cicero (103BC-43BC)- Roman statesman, orator, • St.Anselm, Archbishop of Caterbury was called the
lawyer, political scientist, & prose stylist. Father of Scholasticism
Quintilian (35-100 AD) ➢The term universitas meant charter company and
• Marcus Fabius Quintilianus- Author of Istitutio association and so the complete organization was
Oratorio, on technical points of speech and training of known as Universitas Magistrorum et Scholarium.
orators. ➢Studium Generale – the entire student body.
OUTSTANDING CONTRIBUTIONS TO EDUCATION AND ➢Facultas – teachers that teach same subject
CIVILIZATION
• ladderized educational systems licentia docendi - or license to teach
The Aristotelian logic (syllogism) – form of reasoning in
EARLY CHRISTIAN EDUCATION which conclusion is drawn from two given or assumed
Jesus Christ - The perfect kind of teacher and leader to propositions.
emulate.
CHIVALRY (CHIVALRIC EDUCATION)
METHOD OF INSTRUCTION •The term “chivalry” derives from the Old French term
3. Aphorism - this is the use of short expression or chevalerie, which can be translated as “horse soldiery”.
saying to point out a general truth. •Originally, the term referred only to horse mounted
4. Parable method- Jesus used parables to bring home men, from the French word for horse, cheval, but later
His points. it became associated with knightly ideals.
•The economic relationship among the king, his 2 famous universities in England:
warlords, vassals, and serfs during the middles age was •Cambridge (Erasmus - first teacher)
called feudalism. •Oxford (William Grocyn – first teacher)
•Troubadours, minnesingers, and minstrels- using the
vernacular, they sang about the noble deeds of heroes, William Grocyn (1446 - 1519) British scholar who
beautiful ladies, brilliant deeds of knights and lords, etc. helped prepare the ground for the rise of humanism in
England. He was reputedly the first Englishman to teach
GUILD the Greek language.
2 types of Guild:
•the Merchant guild – composed of buy and sell REFORMATION
merchants •Martin Luther, a member of the Catholic clergy and
•the Craft guild – composed of skilled workers and professor of philosophy at the University of Wittenburg,
manufacturers nailed his NinetyFive Theses at the door of his church at
Wittenburg in 1517 airing criticisms against the Catholic
MUSLIM EDUCATION Church.
•Islam religion was founded by Muhammad.
•In Arabic, Muhammad means “praiseworthy” or highly •This religious tolerance drew protests among the
praised. reformers who were henceforth called Protestants.
•Prophet Muhammad is the most influential teacher-
leader for the Muslims. •Johannes Bugenhagen (1485 –1558), a German
•The word Islam is the infinitive of the Arabic verb theologian and Lutheran priest. Known as the “Father of
aslama which means to “submit or to surrender.” the German Volsschule” (elementary school).
• Muslim which means “one submitting to Allah.”
•Allah is the name of the God of Islam. OUTSTANDING CONTRIBUTION TO EDUCATION
•Their Holy Scripture is Koran. • The development of the state school system (Saxony
plan).
The Caliph Haroun-al-Raschid of Baghdad was the first
organize elementary schools. Philip Melanchthon (1497 –1560), a German Lutheran
Kuttab (school in a teacher’s house only reading and reformer, collaborator with Martin Luther, the first
writing were taught)- secondary school systematic theologian of the Protestant Reformation,
intellectual leader of the Lutheran Reformation, and an
RENAISSANCE PERIOD influential designer of educational systems.
•Renaissance came from the French word renaitre,
which means “ to be reborn” EDUCATIONAL REALISM
• The intellectual activity in Europe started by the
HUMANISM realists was fanned by the spirit of the Renaissance, the
•Humanism came from the Latin word humanistas Protestant Reformation, and the scientific discoveries at
which means “culture.” the time.
•Especially, the works of:
ITALIAN HUMANISM - It was in Italy that Renaissance a. Copernicus (1473-1642) who discovered that the sun
humanism began. was the center of the solar system
b. Kepler (1571-1630) and Galileo (1564- 1642) with
HUMANISM NORTH OF THE ALPS their laws of planetary motion and mechanics.
 Humanistic scholars established schools and c. Sir Isaac Newton (1642-1727) with his law of gravity.
libraries in Bordeaux and Paris.
• The Realists agreed that the schools should be
• Guillaume Bude (1476- 1540) was the greatest French prepare the boys and girls for “concrete duties of
humanist scholar. He put up a royal press in Paris and practical living.”
greatly improved the colleges of France. They were divided into three camps:
(1) verbal or literary realists;
St. Paul’s School/Cathedral in London (secondary VERBAL REALISM
school), founded by John Colet (1467-1519) with the •Juan Luis Vives (1492-1540), a Spanish scholar and one
help of Erasmus. of the three great literary realists, believed that
education should develop personality, Christian virtues,
•Desiderius Erasmus Roterodamus (1466 –1536) was a competence in business, and above all religion,
Dutch philosopher and Catholic theologian who is morality, and use.
considered one of the greatest scholars of the northern
Renaissance. • Francois Rabelais (1483-1553), a French monk, said
that the aim of learning is the development of the
•Johannes (Jean) Sturm (1507 –1589) was a German - whole man physically, morally, intellectually.
Alsatian educator and Protestant humanist, who was
influential in the design of the Gymnasium system of •John Milton (1608-1674), English poet and author, the
secondary education. third verbalist humanist writer, advocated that
education should prepare one for actual living, one
•Furstenschulen, princes’ schools in Germany. “which fits a man to perform justly, skillfully, and
magnanimously the offices, both private and public, of
•Gymnasium in Germany founded by Johann Sturm peace and war.
(1505-1589)
 (2) social realists; and FORMAL DISCIPLINE
SOCIAL REALISM •John Locke (1632-1704), an Englishman, he advanced
The best representative of social realism was: the idea that the mind of a child at birth is a blank tablet
Michael de Montaigne (1533-1592), a French “tabula rasa” upon by which are printed or inscribed all
aristocrat, lawyer and mayor of Bordeaux. the experiences of the child acquired through his
senses.
•Ritterakademie – this school was established solely for
the sons of the nobility. This school was under the RATIONALISM
influence of French court life. • Known as Age of Reason or Age of Enlightenment.
Well-known rationalists:
• Edward Herbert, Baron Herbert of Cherbury (1583 -
(3) sense or scientific realists. 1648), was a British courtier, soldier, diplomat,
SENSE REALISM historian, poet, and religious philosopher, known as
•Sense or scientific realism was the belief that true “the father of English Deism.” His famous work is De
reality lies in concepts, forces, and laws of nature. Veritate (On Truth)in Paris, was intended to establish
educated reason as a safe and reliable guide in the
•The realistic movement was the outgrowth of the quest for truth.
scientific discoveries of the 16th and 17th centuries: •In Germany, Baron Gottfried Wilhelm von Leibnitz
(1646-1716), was a German polymath active as a
 Kepler’s exploration of the motions of the mathematician, philosopher, scientist and diplomat. He
planets is one of the most prominent figures in both the history
 Galileo’s telescope for the discovery of the of philosophy and the history of mathematics.
moons and Jupiter •In Netherlands, Baruch Spinoza (1632-1677), was one
 John Napier (1550-1617), Scottish of the frontrunners of radical thinking who coined a
mathematician, physicist, and astronomer. new school of belief called Spinozism. Since an early
-The development of logarithm age, he despised the traditional teachings and believed
 Rene Descartes(1596-1650), French in conventional philosophies due to which he became
philosopher, mathematician, and scientist. one amongst the greatest rationalists of the 17th
-Analytical geometry century.
 Robert Boyle (1627 –1691), was an Anglo-Irish •In France, Rene Descartes (1596-1650) French
natural philosopher, chemist, physicist, philosopher, mathematician, and scientist.
alchemist and inventor. • Francois Voltaire (1694-1778), was a French
-Theories of gases and of the vacuum. Enlightenment writer, historian, and philosopher.
 William Harvey (1578–1657), English physician. • Denis Diderot (1713-1784), French Enlightenment
-Theory of blood circulation. philosopher writer and encyclopædist.
 Evangelista Torricelli (1608-1647), an Italian
physicist and mathematician  Voltaire and Diderot headed a group called
-Invention of barometer Encyclopedists
 Marcello Malpighi(1628-1694), an Italian
physician. NATURALISM
-Invention of the compound microscope. • Naturalism was an educational movement in Europe
during the 18th century
four great educational philosophers who espoused •Jean Jacques Rousseau, a Frenchman (1712-1778), his
sense realism: educational ideas were set forth in Emile (1762), one of
(1) Richard Mulcaster (1531-1611), an English the greatest and most influential educational classics.
schoolmaster and known for his pedagogic
writings. He is often regarded as the founder of IDEOLOGICAL EDUCATION
English language lexicography. • The ideology is a body of doctrine with reference to
-Advocate of “football" some political and cultural plan together with the
-He developed teacher training colleges. means for putting it into operation
(Normal School)
(2) Francis Bacon (1561-1626), also known as Lord NATIONALISM: THE FILIPINO WAY • Nationalism is
Verulam, English philosopher and statesman. simply devotion to the interests of one’s country.
(3) Wolfgang Ratke (1571-1635),a German
educational reformer. fluorescent lamp was invented by a Filipino named
(4) John Amos Comenius (1592-1670),a Czech Flores
philosopher, pedagogue and theologian who is
considered the “Father of modern education.” DEMOCRATIC EDUCATION: THE AMERICAN WAY
-He wrote “Orbis Pictus Sensualism” of the • With the colonists scattered over the vast North
World of Sensible Things Pictured which is American continent, it was evidently difficult to
considered as the first textbook on the use of establish a single and unified educational system for the
visual aids in classroom teaching. whole country.
OUTSTANDING CONTRIBUTIONS TO EDUCATION
 Realschule - a secondary school established in • Unity in diversity, unity despite diverse state systems.
Berlin where pure and applied science • Progressivism – Experiment first before adopting a
dominated the curriculum by Julius method or system.
Hecker(1707–1768),a German educator • Research – almost all big schools are engaged in
research.
• The graduate school (masteral and doctoral
LEGAL UNDERPINNINGS PHILIPPINE EDUCATION principles and guidelines in reopening and operating
Pre-Colonial Period (pre-spanish) schools.
 Bathala- Maykapal ▪ English was allowed to be the medium of instruction,
 Apolaki- God of sun/ Patron of warriors but all literature pertaining to America and Great Britain
 Idionale- God of labor & Good deeds were to be deleted from the textbooks.
 Lakapati- God of fertility and agriculture ▪ Nippongo, the Japanese language, was studied in
schools including the elementary level.
Spanish Period
 Friars- Tribal tutors Service Section of Administrative Officer
 Educational decree of 1863 – issued by the King 1. Technical and Advisory Staff- performed advisory
of Spain functions.
2. Personnel Section- dealt with all cases involving
 Collegiate Instruction provided by the University personnel.
of Santo Tomas; served as the apex of the 3. Legal Section- handled legal cases of the Department.
educational system. 4. Records Section- made and kept the records of the
Department especially the personnel
 Catholic doctrine > Parochial School 5. Budget and Finance Division- prepared the budget of
the Department.
 The Malolos Congress passed laws placing all 6. Accounting Division- recorded all accounts of the
universities, colleges, secondary and Department according to proper accounting principles.
elementary under State control and supervision.
Other sections under Administrative Officer:
 October 1898, a presidential order established 1. Division of Spanish and Culture- took care of the
the Universidad Literaria de Filipinas which was teaching of Spanish.
temporarily located in Tarlac. 2. Philippine Historical Committee- made historical
research and located historical landmarks.
3. Board on Textbooks- selected textbooks to be used in
the public schools.
AMERICAN REGIME
▪1898, immediately reopened schools with the Directly under the Secretary and Undersecretary of
American soldiers as the first teachers who used English Education were the promotional bureaus such as:
as a medium of instruction. 1. The Bureau of Public Schools- supervised public
▪ In 1901, the Second Philippine Commission passed Act schools.
No. 74 which formally established the primary schools 2. Bureau of Private School- supervised private schools.
in that year and intermediate schools in 1904. 3. Bureau of Vocational Education- supervised
▪ The legal basis of secondary education was Act No. vocational school
372 which required all provinces to maintain a
provincial high school each. Other entities under the Secretary and Undersecretary
▪ Philippine Normal School was organized in 1901 to of Education were the following:
train teachers for the elementary schools. 1. Bureau of Public Libraries- maintained public libraries
▪ University of the Philippines was founded in 1908 by all over the country.
Act No. 1870 passed on June 18, 1908. This completed 2. Institute of National Language- the body assigned to
the Philippine educational system. develop the National Language.
3. National Museum- kept the relics of the country.
 University of the Philippines 4. Board of Textbooks- selected textbooks for public
 The Philippine Normal School schools.
5. Other minor offices.
ACT NO. 74
▪ Created the Department of Public Instruction. ▪ Presidential Decree No. 1 – provided for the
▪ Allowed the organization of private schools but did not reorganization of the Department of Education, Culture
provide for their supervision. and Sports based upon R.A. No. 5435.

In 1906, government supervision of private schools IMPORTANT CHANGES

began with the passage of Act No. 1459 also known as 1. 5 Deputy Ministers
Corporation Law. o Student Affairs
o Private Education; Elementary,
▪ In 1910, the Office of the Superintendent under the Secondary, Vocational-Technical, SUC
Department of Public Instruction was created to o Foreign Assisted Projects
supervise the operation of private schools. o Regional Affairs
o Personal Training and Administration
COMMONWEALTH PERIOD 2. Another innovation was the regionalization of the
▪Commonwealth Act No. 586 also known as the Ministry.
Educational Act of 1940, the 7 years was shortened to 6 3. Abolition of the Bureau of Private Schools.
years.
Educational Act of 1982 concentrated on educational
JAPANESE OCCUPATION agencies with supervisory powers over institutions with
▪ In 1942, the Commander-in-Chief of the Japanese instructional functions such as schools.
Imperial Forces issued Order No.2, which contained the
BOARD OF HIGHER EDUCATION
▪ Is an advisory body to the Ministry of Education, ACADEMIC TRACKS
Culture and Sports. ▪ Accountancy, Business, and Management (ABM);
▪ It replaced the Board of National Education created by ▪ General Academic Strand (GAS);
R.A. No. 1124 and amended by R.A. No. 4372 and ▪ Humanities and Social Sciences (HUMSS); and
renamed National Board of Education. ▪ Science, Technology, Engineering, Mathematics
(STEM).
▪ Each region is headed by a Regional Director.
• Provincial and City School Divisions TVL TRACKS
• School Districts ▪ Information and Communications Technology Strand,
▪ Home Economics Strand,
THE COMMISSION ON HIGHER EDUCATION ▪ Agri-Fishery Arts Strand,and
▪ R.A. No. 7722 otherwise known as the Higher ▪ Industrial Arts Strand
Education Act of 1994 was approved by Congress and
signed into law by President Fidel V. Ramos on May 18, Alternative Learning System (ALS)
1994. ▪ A parallel learning system that provides a viable
alternative to formal education instruction.
▪ The Board of Advisers shall be composed of the
following: Department of Education (DepEd)
a. The Secretary of Education, Culture and Sports, as  Central Office
chairman;  Regional Office
b. The Director-General of the National Economic and  Division Office
Development, as co-chairman;  District Offices (District Supervisors)
c. The Secretary of Science and Technology;  Schools
d. The Secretary of Trade and Industry;  Community Learning Centers
e. The Secretary of Labor and Employment;
f. The President of the Federation of Accreditation ▪ The Department of Education (DepEd) has a Central
Associations of the Philippines (FAAP); and Office, 17 Regional Offices (including BARMM), and 223
g. The President of the Fund for Assistance to Private Schools Division Offices. There are school districts
Education (FAPE) throughout the country.
▪ The structure of DepEd is outlined in RA 9155, the law
In the Philippines, a thirteen-year education is creating the new Department of Education and setting
mandatory by law. down its organizational structure.
▪ The Central Office has more than 30 offices, bureaus,
Overview STRUCTURE of the EDUCATION SYSTEM in the and services after restructuring in 2016. Regional offices
PHILIPPINES coincide with the administrative regions of the country.
▪ Early Childhood Care and Development (ECCD), ▪ BARMM (Bangsamoro Autonomous Region in Muslim
▪ Basic Education, Mindanao) is autonomous and not administratively
▪ Technical and Vocational Education and Training under the Department of Education. It has its own
(TVET), and DepEd.
▪ Higher Education.
▪ ECCD Council for ECCD, (PQF) Philippine Qualifications Framework
o ▪ Health, Nutrition, Early Education, and Social ▪ The establishment of a Philippine Qualifications
Services for children ages 0-4 years Framework (PQF) recognizes the need to address major
▪ The Department of Education (DepEd) is responsible gaps in the education, training, professional, and
for basic education, industry sectors and align national with intsernational
o ▪ Kindergarten standards
o ▪ Elementary
o ▪ Junior High School 10 Point Basic Education Agenda
o ▪ Senior High School 1. A 12-year basic education cycle
o ▪ Alternative Learning System 2. Universal Pre-schooling for all
▪ The Technical Education and Skills Development 3. Establish the Madaris Education as a sub-system
Authority (TESDA) for post-secondary, technical and in the current education system
vocational education, and 4. Re-introduce technical and vocational education
o ▪ Post-Secondary Non Tertiary Education in public high schools.
o ▪ Associate Degree/Short-Cycle Tertiary 5. Every child a reader by Grade 1
Education 6. Improve science and mathematics
▪ The Commission on Higher Education (CHED) for • The Science & Technology-Oriented High
higher education. School (ESEP) Program is one of the flagship
o ▪ Associate Degree/Short-Cycle Tertiary programs for the development of Science,
Education Mathematics and research.
o ▪ Bachelor level Education 7. Expand government assistance to private
education
o ▪ Advanced/Post Graduate Level
• DepEd implements the Government
o ▪ Post-Baccalaureate
Assistance to Students and Teachers in Private
o ▪ Master
Education (GASTPE)
o ▪ Doctorate
8. Use of mother-language instruction
9. Better textbooks
The Enhanced Basic Education Act of 2013 established
10. Build more schools in cooperation with LGUs
one year of Kindergarten and introduced Grades 11 and
12 to high school education (RA 10533, May 15, 2013).
 Curriculum is defined as the contents, standards, St. Thomas Aquinas, the Angelic  took the work
competencies, and topics that students learn. as Aristotle and after accepting his form and
• It includes the school's philosophy, mission and matter thesis, added to it the concept of
vision, goals, subjects and learning experiences, and existence.
assessments and evaluation tools.  beyond essence (the combination of
form and matter) lay existence.
VALUES OF CURRICULUM  essence becomes the principle of
1. Striving for diversity - does not mean that potentiality while existence becomes
students shall be accepting cultural practices and the principle of actuality
beliefs without question. Pure Existence or Pure Actuality is, of course,
2. Tolerance - the acceptance of the differing views God.
of other people and the fairness towards the people The two worlds of St. Thomas Aquinas:
who hold these different views.  the world of faith
3. Freedom - considerable autonomy is given to  the world of reason
both teachers (localizing activities in the classroom) 4. Contemporary Thinkers
and students (in terms of their decision-making). 5. a. Jacques Maritain – is usually considered the
4. Creativity - the ability to use the imagination to most prominent contemporary spokesman of
develop new and original ideas or things. the Perennialists position.
5. Emotions - expressing a strong feeling directly b. Mortimer Adler - Although a non-Catholic,
towards a specific object which is accompanied by Adler has been welcomed into the perennialist
physiological and behavioral changes in the body. camp with open arms because of his strong
6. Intuition - immediate cognition or a feeling that support of the philosophical position they
guides a person to act in a certain way without fully espouse.
understanding why.
c. Robert M. Hutchins - was a chancellor of the
Instruction is defined as the means for University of Chicago who argued that the ideal
implementing the curriculum. It includes education is one that is designed to develop the
instructional approaches, methods, strategies, and mind (Webb, 2010).
techniques. -proposed a curriculum based on the “Great
Books” of Western civilization.
CONTEMPORAR Y PHILOSOPHY - Hutchins believed in what he called the
“permanent studies.”
Perennialism is a teacher-centered educational
philosophy that focuses on everlasting ideas and FORMS OF PERENNIALISM
universal truths.  RELIGIOUS PERENNIALISM /THEISTIC
 Perennial means “everlasting” or something that PERENNIALISM
“returns year after year.” Perennialism was originally religious in nature,
developed frst by Thomas Aquinas in the
Adler in his article: In Defense of the philosophy of thirteenth century in his work De Magistro (The
education stated “Education is a preparation for life, not Teacher).
an imitation of life; or as the progressive insist it is not  SECULAR PERRENIALISM
life itself.‟ Education should be basically the same for all As promoted primarily by Robert Hutchins and
men. Mortimer Adler,. Secular Perennialists espouse
the idea that education should focus on the
In the more general philosophical area it is referred to historical development of a continually
as Neo-Thomism or Neo-Scholasticism. developing common western base of human
knowledge and art.
 Perrenialists urge the students to read Great
books -- works by history’s finest thinkers and ESSENTIALISM
writers.  Essentialism is a teacher- centered philosophy
that adheres to the belief that the basic skill of
HISTORICAL RETROSPECT OF PERENNIALISM literacy, numeracy, as well as subject-matter
1. Pre-Christian Origins: knowledge should be developed in schools.
Aristotle contributed to the basis realist  A subject-matter curriculum should be
position with his conception of form and cumulative and sequentially arranged.
matter.  Essentialists do not favor innovative or process
 Matter - pure potentiality; equated with – learning approaches, they adhere more
materiality teacher-directed
 Form - principle of actuality: equated
with rationality KEY PHILOSOPHERS WHO INFLUENCED THE
2. Christianity: The First Thousand Years DEVELOPMENT OF ESSENTIALISM
 St. Augustine - One of the great voices
during this frst thousand years of WILLIAM C. BAGLEY (1874 – 1946)
Christendom. - was an education reformist known for
 Plato, indirectly, and Augustine, pioneering essentialism in America in 1938. His
directly, set much of the pattern of publication, the Essentialist’s Platform, called
Christian theology until the time of St. for a “strong, common core curriculum to help
Thomas Aquinas. America’s school systems compete with higher-
3. The Thirteenth Century: ranking countries”
E. D. HIRSCH JR. (1928 – ) 
- is the chairman and founder of the Core JOHN DEWEY
Knowledge Foundation and a current  known as the “father of progressive education”
essentialist advocate. In his 1987 bestseller,  Believed that all aspects of study (i.e.,
Cultural Literacy: What Every American Needs arithmetic, history, geography, etc) need to be
to Know, Hirsch claimed that there was a linked to materials based on students’ everyday
cultural literacy or baseline knowledge that life experience.
every person should have in order to be a
productive citizen SOCIAL RECONSTRUCTIONISM
DR. THEODORE SIZER  The philosophy of Social Reconstructionism is a
- developed the school reform movement known student- centered philosophy. This philosophy is
as the Essential Schools movement. Sizer (2004) rooted in the belief that education should be
believed that students needed to master a focused on reconstructing society.
common core of information and skills..  This is theory rooted on progressivism
 More socially-oriented progressivists
EXISTENTIALISM Reeves (2013) found that Social Reconstructionist
 It is a philosophy that emphasizes the instructors:
subjectivity of human experience. It is more a 1. Spend less time lecturing and more time
process of philosophizing than it is philosophy. allowing students to work in cooperative
 Existentialism puts emphasis on the uniqueness groups.
of an individual 2. Facilitate instruction, guiding students in the
direction they need to go, but never mandating
According to the Father of Existentialism, Soren the direction students should take.
Kierkegaard , human existence is always individual in 3. Encourage student to form their own opinions
character, never social. based on what they think and what their
research has told them, not what they are told
Existentialist author Jean-Paul Sartre often quoted the to think by the teacher.
phrase “Existence precedes essence” which means we
owe our existence to nature but we define ourselves KEY PROPONENTS
through our actions. GEORGE S. COUNTS (1889 – 1974)
 is one of the earliest advocates of Social
Existentialism emphasizes: Reconstructivism. In 1932, he gave a speech to
 Concreteness of experience the Progressive Education Association titled:
 Personal concern Dare the Schools Build a New Social Order.
 Commitment THEODORE BRAMELD (1904 – 1987)
 Uniqueness of the individual  an American educator and educational
philosopher. In 1945. He called for a new social
Values of existentialism order that challenged social inequities like
 Freedom of choice prejudice, discrimination, and economic
 Individual dignity exploitation in an article titled: Minority
 Personal love Problems in Public Schools, published in The
 Creative effort Social Frontier Journal.

Factors affecting freedom of choice POST-MODERNISM PHILOSOPHIES

 Influence of the family, especially the parents POSTMODERNISM
 Influence of peer and associates “Post” = “After” ,after modernism
 Religious orientation  It is a philosophical movement that arose in the
 Social approval second half of the 20th century as acritical
 Cultural patterns response to assumptions allegedly present in
 Financial status modernist philosophical ideas regarding culture,
 Psychological traits, especially intelligence identity, history, or language that were develop
 Sex during the 18th-century Enlightenment.
 Health and physical fitness  also called postmodern constructivism, it has
 Education been defined as “a contemporary philosophy,
ideology, movement, and process”
PROGRESSIVISM  characterized by broad skepticism, subjectivism,
 is a very student-centered philosophy of or relativism, and a general suspicion of reason,
education. and an acute sensitivity to the role of ideology
 Progressivism was established in the mid-1920s in asserting and maintaining political and
and continued to be one of the most infuential economic power.
philosophies of education through the mid-
1950s. pulls from a combination of philosophies, including:
 Progressivists belong to a reform movement  Pragmatism,
that opposes the traditional education.  Existentialism,
They were against:  Social Reconstructionism, and
1. Authoritarian teachers  critical pedagogy
2. Book-based instructions
3. Rote memorization Key Beliefs held by Postmodernists:
4. Authoritarian classroom management § There are no universal truths and values.
§ Truth is relative. Jacques Derrida (1930-2004)
§ There is no objective reality.  Deconstruction is defined as a way of analyzing
§ Postmodernists question scientific realism. literature that assumes that text cannot have a
§ Science and technology are not vehicles of human fixed meaning; a textual criticism through a
progress but suspect instruments of established power. close examination of the language and logic of
§ Reason and logic are not universally valid. philosophical and literary texts.

Postmodernists believe that critical inquiry and political Paul-Michel Foucault (1926-1984)
awareness are very important (Henderson, 2001).  He examined the codes and concepts by which
societies operate, especially the “principles of
This emphasis on critical inquiry and critical pedagogy, exclusion” by which a society defines itself.
incorporates elements of critical theory. Foucault theorized that, by surveying social
 Critical inquiry - the process of gathering and attitudes in relation to institutions such as
evaluating information, ideas, and assumptions asylums, hospitals, and prisons, one can
from multiple perspectives to produce well- examine the development and omnipresence of
reasoned analysis and understanding leading to power.
new ideas, applications and questions
 Critical pedagogy - effective teaching strategies Principles and Philosophy of Philippine Education
to enhance the critical thinking capability of
students and to generate positive behavioral The 1987 Philippine Constitution of the Philippines
change in students’ lives. Moreover, it refers to ● Created in 1986 and was ratified on February, 2, 1986.
strategies that enhance student consciousness, ● The authors of the 1987 constitution are Cecillia
understanding, and judgement. Munoz Palma and the Commissioners of The
Constitutional Commission of 1986
Critical theory is a “process of analyzing and critiquing ● Signatories: Commissioners of The Constitutional
political, economic, social and educational institutions” Commission of 1986

Questions asked by critical theorists include: Article II: Declaration of Principles of State and Policies
• Who controls the school? Article XIV: Education, Science and Technology, Arts,
• Who chooses the curriculum? Culture and Sports Education
• Who hires the teachers?
• Who chooses the textbooks? Personal Philosophy of Teaching
• Who writes the textbooks?
• Who has the power?  Teaching philosophy is a self-reflective
statement of your beliefs about teaching and
Hurd (1998) identifies the following five presuppositions learning.
inherent in the Postmodern worldview:  Is a summation of your teaching strategies,
1) The quest for truth is a lost cause. beliefs, and practices, along with concrete
2) A person’s sense of identity is a composite examples of the ways those beliefs materialize
constructed by the forces of the surrounding culture. in the learning environment, curriculum
3) The languages of our culture (the verbal and visual development, and more.
signs we use to represent the world to ourselves)
literally “construct” what we think of as “real” in our General Guidelines for your Personal Philosophy of
everyday existence. Teaching
4) “Reality” is created by those who have power.
5) We should neutralize the political power inherent in  Make your Teaching Statement brief and well
language by “deconstructing” it. written. While Teaching Statements are
probably longer at the tenure level (i.e. 3-5
PROMINENT FIGURES IN POST-MODERNISM pages or more), for hiring purposes they are
typically 1-2 pages in length.
Jean-Francois Lyotard(1924-1998)  Use a narrative, first-person approach. This
 He defined philosophical post modernism, allows the Teaching Statement to be both
“Simplifying to the extreme, I define post- personal and reflective.
modern as incredulity towards meta-  Make it specific rather than abstract.  Ground
narratives...” your ideas in 1-2 concrete examples, whether
 best known for his influential formulation of experienced or anticipated. This will help the
post modernism in, “The Post-modern reader to better visualize you in the classroom.
Condition: A Report on Knowledge”.  Be discipline-specific. Explain how you advance
your field through teaching.
Meta-narrative or grand narrative is a theory that tries  Avoid jargon and technical terms, as they can
to give a totalizing, comprehensive account to various be off-putting to some readers.
historical events, experiences, social, and cultural  Be sincere and unique. Avoid clichés, especially
phenomena based upon the appeal to universal truth or ones about how much passion you have for
values. teaching.
Examples: religion, political metanarrative, culture, and  Be humble. Mention students in an
others enthusiastic, not condescending way, and
illustrate your willingness to learn from your
students and colleagues.
  Revise. Teaching is an evolving, reflective
process, and Teaching Statements can be
adapted and changed as necessary.

Your teaching philosophy statement should include an

introduction, body, and a conclusion.

 Introduction. What will your students take

away from your class? How will your guidance
impact them? Discuss your general belief about
education as well as your ideals.
 ‌Body. Describe the ideal classroom/learning
environment. What makes it ideal? How do you
bring it to fruition? Clearly state your goals and
objectives for students.
 Conclusion. What are your goals as a teacher?
What is your unique approach to reaching these
goals? End strong. Tell them what makes you
stand out as an educator.