Educational system ii
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The educational system in the Philippines took over 3 and a half centuries to develop after the Spanish colonized the islands. The Spanish friars first introduced parochial schools modeled after those used in Europe during the Dark Ages. In 1591, Governor Dasmarinas ordered that taxes from land grants be used to support schools, though the friars taught in native dialects rather than Spanish. The early schools run by friars were simple primary schools focused on religious instruction, not graded systems, and were governed by the friars with little oversight. Formal schools began emerging in the 18th and 19th centuries focused on subjects like artillery, navigation, commerce, and the arts.
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During Spanish colonial rule in the Philippines (1565-1898):
1. Education was controlled by the Catholic Church and aimed to convert Filipinos to Catholicism. Religious orders established schools and universities to teach religion.
2. The oldest universities and the first public education system in Asia were created, but education remained limited. It was underdeveloped and mostly privileged Spanish students.
3. Some educated Filipinos called Ilustrados sought educational reforms and challenged Spanish rule, representing one effect of the colonial education system. However, most Filipinos remained unable to learn beyond their native languages.
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During the early 15th century in the Philippines, education was informal and focused on observation, imitation, and hands-on practice to develop skills and behaviors. Communication was through traditional oral traditions and the Baybayin writing system using letters made from wood, stone, or leaves.
Under Spanish rule from the 16th-19th centuries, education was religion-oriented and controlled by the Catholic Church. Friars established schools and universities to teach the Spanish language and Catholic doctrine. They also taught practical skills. However, education was largely reserved for Spanish students, and the Filipino population remained under colonial rule.
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During the Spanish colonial period in the Philippines from 1565-1898, the Spanish established the first universities, colleges, and public education system in Asia. The Jesuits founded the first college for boys in 1589 called the College of Manila, which was later elevated to a university called the University of San Ignacio in 1621 by Pope Gregory XV. Other schools established included Colegio de San Jose in 1601, Colegio de Nuestra Senora del Santissimo Rosario which was later renamed Universidad de Santo Tomas in 1645, and Colegio de San Juan de Letran. Education was centered around religion and Spanish, and was only available to the elite.
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1) The document summarizes aspects of Spanish colonization in the Philippines, including the Hispanization of the native population through the destruction of idols and the introduction of Roman Catholicism.
2) It describes the establishment of Spanish urban centers, infrastructure, churches, schools and the introduction of the Spanish language and alphabet through missionaries.
3) Higher education was limited to Spaniards initially, but schools were gradually established for Filipinos, including the first universities, colleges, vocational schools and schools for the arts.
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1. The first educational system in the Philippines was established during the Spanish colonial period, with separate primary and secondary schools for boys and girls run by religious orders that focused on Christian doctrines.
2. The wealthy elite Filipinos, called ilustrados, were the only Filipinos initially able to attend the schools, though in the late 19th century more Filipino students were accepted.
3. The friars and missionaries controlled the educational system and imposed strict rules on students, limiting the curriculum to religious teachings and excluding other subjects of knowledge from Filipinos.
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The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
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Similar to Educational system ii
Education during the spanish regime and its colonial effects group 4
During Spanish colonial rule in the Philippines (1565-1898):
1. Education was controlled by the Catholic Church and aimed to convert Filipinos to Catholicism. Religious orders established schools and universities to teach religion.
2. The oldest universities and the first public education system in Asia were created, but education remained limited. It was underdeveloped and mostly privileged Spanish students.
3. Some educated Filipinos called Ilustrados sought educational reforms and challenged Spanish rule, representing one effect of the colonial education system. However, most Filipinos remained unable to learn beyond their native languages.
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During the early 15th century in the Philippines, education was informal and focused on observation, imitation, and hands-on practice to develop skills and behaviors. Communication was through traditional oral traditions and the Baybayin writing system using letters made from wood, stone, or leaves.
Under Spanish rule from the 16th-19th centuries, education was religion-oriented and controlled by the Catholic Church. Friars established schools and universities to teach the Spanish language and Catholic doctrine. They also taught practical skills. However, education was largely reserved for Spanish students, and the Filipino population remained under colonial rule.
Our Spanish Heritage
Spanish rule over the Philippines for 300 years had a significant cultural impact. Spain introduced Christianity, the Latin alphabet, the Spanish language, European-style education, architecture, clothing, food, and other aspects of culture. The Spanish established the first universities, schools, newspapers and printing presses. They developed the infrastructure for the arts, including literature, music, painting, sculpture and theater. While political control was oppressive at times, Spain's cultural legacy had a more lasting positive influence on developing Philippine society and national identity.
History (presentation)
During the Spanish colonial period in the Philippines from 1565-1898, the Spanish established the first universities, colleges, and public education system in Asia. The Jesuits founded the first college for boys in 1589 called the College of Manila, which was later elevated to a university called the University of San Ignacio in 1621 by Pope Gregory XV. Other schools established included Colegio de San Jose in 1601, Colegio de Nuestra Senora del Santissimo Rosario which was later renamed Universidad de Santo Tomas in 1645, and Colegio de San Juan de Letran. Education was centered around religion and Spanish, and was only available to the elite.
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During Spanish colonial rule in the Philippines, the Spanish established a system of religious and public education. The religious orders opened schools immediately upon arriving in different regions and taught reading, writing, and Catholic doctrine. Over time, the Spanish established more advanced schools that taught subjects like Latin, Spanish, sciences, and vocational skills. They also opened some of the first schools for girls. However, criticisms of the Spanish education system argued it focused more on primary education for elite males rather than widespread primary education and it came under increasing control of the religious orders.
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The document summarizes education in the Philippines during pre-colonial, Spanish colonial, and present times. During pre-colonial times, the indigenous people engaged in tribal education practices and there is evidence of schooling related to studying the Koran after Islamization. Under Spanish colonial rule, the Spanish established Catholic schools exclusively for Spanish children, as well as schools for Filipino children focused on Catholic doctrine. The Spanish decreed a public primary education system in 1863. However, the Spanish educational system faced issues like lack of resources and emphasis on rote learning.
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1) The document summarizes aspects of Spanish colonization in the Philippines, including the Hispanization of the native population through the destruction of idols and the introduction of Roman Catholicism.
2) It describes the establishment of Spanish urban centers, infrastructure, churches, schools and the introduction of the Spanish language and alphabet through missionaries.
3) Higher education was limited to Spaniards initially, but schools were gradually established for Filipinos, including the first universities, colleges, vocational schools and schools for the arts.
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The Spanish integrated Catholicism, the Spanish language, and Spanish customs into Philippine society. They clustered the population into villages for easier instruction and established the walled city of Manila as the urban center. Education focused on Christianity and was limited to Spanish and Spanish-born Filipinos. Infrastructure like roads, bridges, and electricity were developed, though the benefits went mostly to Spanish elites. Through galleon trade and missionary work, the Spanish converted much of the population to Catholicism, leaving a lasting Christian legacy in the Philippines.
slide show sample
1. The first educational system in the Philippines was established during the Spanish colonial period, with separate primary and secondary schools for boys and girls run by religious orders that focused on Christian doctrines.
2. The wealthy elite Filipinos, called ilustrados, were the only Filipinos initially able to attend the schools, though in the late 19th century more Filipino students were accepted.
3. The friars and missionaries controlled the educational system and imposed strict rules on students, limiting the curriculum to religious teachings and excluding other subjects of knowledge from Filipinos.
Education in Spanish Era
The document summarizes the educational system established during the Spanish colonial period in the Philippines. It established separate primary and secondary schools for boys and girls run by the Catholic religious orders, with a focus on Christian doctrines. Higher education was provided by universities also established and controlled by the religious orders like the Dominicans and Jesuits. The system initially only served Spanish students but later allowed wealthy Filipinos in the late 19th century, though it largely withheld other bodies of knowledge from Filipinos.
The Philippine Education Through the Years.pdf
This document provides a historical overview of the development of education in the Philippines from the pre-colonial period through Spanish colonial rule, the American period, and independence. It discusses how education was decentralized pre-colonially and then established by Spanish missionaries. The 1863 decree created a free public education system, and American rule further standardized schools. The system continued to develop through changes in government over the 20th century.
Historical Perspective in Philippine Education
The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.
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- In Malabar, indigenous education existed but British-style schools started after 1835 based on Macaulay's minutes. Missionaries like the Basel mission established many schools and colleges which were later taken over by
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The document provides a historical overview of education institutions in the Philippines from pre-colonial times to the present. It describes how education was passed down orally or through writing systems in indigenous communities pre-colonially. During Spanish colonization from the 1500s, the religious orders established schools exclusively for Spanish and rich mestizo children. Some of the oldest existing higher education institutions were also founded during this time like the University of Santo Tomas and Colegio de Santa Potenciana. American occupation formalized the education system and established more colleges. The Japanese occupation briefly implemented education guidelines during World War 2 before control returned to American and Philippine administration in the post-war period.
The Philippine Education Through the Years.pptx
The document provides a historical overview of the Philippine education system from the pre-colonial period through modern times. It summarizes the key developments under periods of Spanish colonization, American rule, and independence, including the establishment of the first schools and universities, implementation of public education, and reforms over time. It concludes with details about the recent K-12 educational reforms in the 2010s that extended basic education to include kindergarten and additional senior high school grades.
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This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
2Spanish-Contributions (1).pptx
The document summarizes the history of education in the Philippines under different foreign influences - Spanish, American, Japanese, and the current system. Under Spanish rule, the religious orders established the first schools and universities with a focus on Catholic doctrine. During the American period, a public education system was established with English as the medium of instruction. The Japanese occupation saw the introduction of the Japanese language and culture into schools. Today, the Philippine education system remains influenced by the US but has advanced to offer free public education from elementary through high school.
Chapter 5 Our Spanish Heritage
Spain ruled over the Philippines for three centuries from 1565 to 1898. During this time, Spain had a significant influence on Philippine culture and society. Spain introduced Roman Catholicism, the Spanish language, the Latin alphabet, and the European system of education. Spanish architecture, music, art, and other cultural aspects became integrated into Filipino culture. While Spain elevated the status of women and established schools and universities, it also imposed restrictions that limited women's freedoms. Overall, three centuries of Spanish colonial rule had a profound impact on shaping Filipino national identity and cultural heritage.
Charity Schools for the Half-Castes: Race, education and the British Empire
The White man’s first burden in India was his illegitimate offspring. The first British educational concerns in India arose from genetic considerations rather than the administrative. They pertained to half-castes or Eurasians, the offspring of Protestant European fathers and local women who were either Roman Catholics of Portuguese extraction or low class/low caste Hindus and Muslims. The Whites despised the half-castes, but would not leave them either on the street or in the care of their maternal side.
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Education during the spanish regime and its colonial effects group 4
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This document provides an overview of trigonometric identities and examples of their applications. It discusses basic identities, verifying identities, and advanced identities involving sums, differences, doubles angles, and half angles. Examples are provided for applying product-to-sum and sum-to-product identities. The objectives are to review and apply various trigonometric identities to simplify expressions and evaluate functions.
Inequalities lesson 4
The document discusses inequalities and their solutions. It defines absolute and conditional inequalities and explains how to represent solutions using interval, set, and graphical notation. Methods are presented for solving linear, polynomial, rational, and absolute value inequalities. Key steps include determining intervals where an expression is positive or negative, identifying valid intervals based on inequality signs, and expressing the solution in interval notation. Examples are provided throughout to demonstrate these techniques.
Quadratic equations lesson 3
The document discusses various methods for solving quadratic equations, including factoring, square root method, completing the square, and the quadratic formula. It also covers solving other types of equations that are quadratic in form, such as radical equations, through transformations. The objectives are to solve quadratic, radical, and other equations that are quadratic in form and to find sums and products of roots, the quadratic equation given roots, and solve application problems involving these equation types.
Week 1 2 linear equations (2)
The document provides an overview of lessons on linear equations for a math class over 3 days. Key points covered include:
- Day 1 focuses on defining linear equations, properties of equality, and solving linear and rational equations.
- Day 2 covers solving equations involving radicals, absolute values, and literal equations.
- Day 3 involves word problems including number, geometry, digit, investment, age, mixture, uniform motion, work, and clock problems that can be modeled and solved using linear equations.
Kong zi
Kong Zi was a philosopher who proposed a socio-political-moral philosophy based on benevolence, righteousness, propriety, wisdom, and sincerity. He aimed to create an ideal, harmonious society with well-ordered structure and citizens with mutual obligations. Kong Zi transmitted ancient wisdom through instruction, rather than proposing new ideas or religion. His teachings were recorded in Lun Yu as instructive sayings between Kong Zi and his disciples. Key concepts in his philosophy included Ren (benevolence or goodness), Zhong (rectitude), Yi (duty), Li (ritual propriety), and Zhi (wisdom and virtue).
Week3 ratio
This document discusses different types of variation that can be used to model relationships between quantities: direct variation occurs when one quantity is directly proportional to another; inverse variation occurs when one quantity is inversely proportional to another; joint variation occurs when one quantity is proportional to the product of two or more other quantities; and combined variation occurs when one quantity is directly proportional to some quantities and inversely proportional to others. Examples are provided to illustrate direct, inverse, joint and combined variation and how to write equations to describe each type of variation. Classwork and homework exercises are assigned for students to practice applying these concepts.
Math12 lesson 4
This document discusses graphs of trigonometric functions. It aims to teach students how to develop properties of trig functions, find the amplitude, period, phase shift and vertical shift from equations, and graph trig functions. Examples are provided to illustrate finding these characteristics from trig function equations and using them to graph the functions.
Math12 lesson 3
1) This document provides lesson objectives and examples for solving right triangles using trigonometric functions, the Pythagorean theorem, and angle relationships. It defines trigonometric ratios, angle of elevation/depression, bearing, and course.
2) Examples are provided to solve right triangles, find missing angles and sides, and solve real-world problems involving width of a stream, height of a flagpole, camera angle of depression, and height of a tower.
3) Additional examples solve problems involving slant distance to a sunken ship, plane bearings and courses between locations, and references are provided for further reading.
Math12 lesson 2
This document discusses trigonometric functions of right triangles. It defines the six trigonometric functions as ratios of the sides of a right triangle. It also discusses reciprocal functions, the Pythagorean theorem, functions of complementary angles, and the trigonometric functions of specific angles like 45°, 30° and 60° degrees. Examples are provided to evaluate trigonometric functions and to solve right triangles.
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- 2. Dark Ages
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