Japanese regime Education in the Philippines

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Japanese regime Education in the Philippines

  1. 1. Prepared by: Pagaran, Emanuelle Philippe II Pantoja, Nathalie Gaile II-26 BSE Physics
  2. 2. • Asia for Asians • Philippines for the Filipinos • Asia is ONE.
  3. 3. • Japanese culture and language were offered as compulsory courses in the schools • Japanese culture and language were included in the Civil Service exams • Emphasizing vocational education, physical education and Japanese literature
  4. 4. • School Calendar became longer • Summer vacation for students • Class size increased to 60 • Deleted anti-asian opinions, banned the singing ofamerican songs, deleted american symbols, poemsand pictures • Nihongo as a means of introducing and cultivating love for Japanese culture • Social Studies
  5. 5. • Realization of New Order and promote friendly relations between Japan and the Philippines to the farthest extent • Foster a new Filipino culture based • Endeavor to elevate the morals of the people, giving up over the emphasis of materialism • Diffusion of the Japanese Language in the Philippines • Promotion of Vocational Courses • To inspire people with the spirit to love neighbor
  6. 6. • Spanish: Reign for 300 years • American- 50 years • Japanese- about four years • It is thus not surprising that despite the measure they had instituted, the Japanese failed to succeed in transforming the values and attitudes of the people inline with their vision of the NEW ORDER. • A contributory factor was widely reported brutalities that ushered in the Japanese occupation that the Filipinos did not experience with the same degree during the American period
  7. 7. • After World War III in 1947, by the virtue of Executive Order No. 94, the Department of Instruction was changed to "Department of Education." • During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.
  8. 8. • Filipinos has not much enthusiasm in returning to school first because the Filipinos as a whole were suspicious of the Japanese intention and second, children focused on helping their parents tide over the difficult times. Even though the Japanese allowed to continue using English as the medium of instruction in teaching, Niponggo was later injected to be studied in schools including elementary schools.
  9. 9. • This abrupt transition of learning from English to Niponggo caused damage in the sense of national consciousness because the Filipinos don’t have their own knowledge. They are learning another countries’ language while destroying the main variations of their country’s languages. Instead of learning their own language, Filipinos were forced to learn the others’ that causes them to forget their own.

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