3. EDUCATION DURING THE
PRE-SPANISH PERIOD
Aims: For Survival, Conformity, and Enculturation
Contents: Informal Education, Religion-oriented
Methods: Tell me and show me, observation, trial and error
4. EDUCATION DURING THE
SPANISH PERIOD
Aim: To propagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and memorization
The vernacular was used as the medium of
instruction in the parochial schools.
The religious orders introduced the parochial school.
Education Is suppressed, exclusive (for the elite), and
inadequate.
5. EDUCATION DURING THE
AMERICAN PERIOD
Aim: To teach democracy as a way of life
Methods: Socialized recitation. Student's participation
Contents: Reading, writing, arithmetic, language, GMRC, civics,
hygiene and sanitation, gardening, domestic science,
American history, and Philippine history
Formal Education was established
6. EDUCATION DURING THE
COMMONWEALTH PERIOD (1935
- 1942)
Aims: (as provided for in the 1935 Constitution)
To develop moral character, personal discipline, civic conscience, and
vocational efficiency
To teach the duties of citizenship
To continue the promotion of democratic ideals and way of life.
Content:
Character education and citizenship training.
Education under the Commonwealth helps prepare for the coming
independence of a new Filipino nation.
7. EDUCATION DURING THE
JAPANESE ERA (1943-45)
Alms:
To strive for the diffusion of the Japanese language in the
Philippines and to terminate the use of the English language in
schools
To stress the dignity of manual labor
Contents:
Vocational, Technical, Agriculture, Values rooted on love for labor,
physical education and singing Japanese songs, health/vocational
education
8. EDUCATION DURING THE
REPUBLIC (1943-1972)
Alms:
Full realization of the democratic ideals and way of life
Promotion of equal educational opportunities for all
Contents:
Social orientation as manifested by the conservation of the Filipino heritage
Training for occupation
Promotion of democratic nation building
A new thrust on community development
9. EDUCATION DURING THE
REPUBLIC (1943-1972)
Alms:
Full realization of the democratic ideals and way of life
Promotion of equal educational opportunities for all
Contents:
Social orientation as manifested by the conservation of the Filipino heritage
Training for occupation
Promotion of democratic nation building
A new thrust on community development
10. EDUCATION DURING THE NEW
SOCIETY (1972-1986)
Aim:
For national development
Aims of education in the Philippines based on the 1973 Constitution:
Foster love of country;
Teach the duties of citizenship; and
Develop moral character, self-discipline, and scientific,
technological and vocational efficiency
11. EDUCATION DURING THE NEW
SOCIETY (1972-1986)
Curricular changes in Elementary Education
a) focused on the 3Rs
b) integration of values in all learning areas
c) emphasis on mastery learning
12. EDUCATION DURING THE NEW
SOCIETY (1972-1986)
Curricular changes in Secondary Education
a) Increased in time allotment
b) YDT and CAT introduced as new courses
c) Elective offerings as part of the curriculum
Made education relevant to the needs of the changing world
Bilingual Education Policy - use of English and Filipino as
media of instruction in specific learning areas
13. EDUCATION DURING 1986-2000
Aim: To promote national development and values education
The national government appropriates the highest budgetary
allocation to education
Promotion and improvement of the public school teachers
Implementation of NESC - addressed to civic, intellectual, and
character development of the child.
NESC – National Elementary School Curriculum
14. EDUCATION DURING 1986-2000
Features of NESC
- Emphasis on mastery learning; Focused on fewer learning areas
- Focused on the development of the 3Rs
- Emphasis on the development of intellectual skills which are as
important as work skills
- Multi-disciplinary treatment of curriculum content
- Student-centered
15. EDUCATION DURING 1986-2000
Features of NESC
- Cognitive-affective manipulative based curriculum
- Values education offered as separate subject area
- Emphasis on Science and Technology
- Bilingual policy
- Emphasis on Critical linking
16. EDUCATION DURING 1986-2000
♦ The Congressional Commission on Education (EDCOM), In Its report In
1991, recommended the following:
a) Trifocalization of DECS Into the Department of Education
(DepEd), Technical Education and Skills Development Authority
(TESDA), and Commission on Higher Education (CHED);
b) Establishment of Teacher Education Council and Centers of
Excellence;
c) Professionalization of teachers; and
d) Technical-Vocational Education reform.
17. EDUCATION DURING THE 21ST
CENTURY
Aim: To provide the school age population and young adults with skills,
knowledge and values to become caring, self-reliant, productive
and patriotic citizens.
♦ Republic Act 9155 (Governance of Basic Education Act), was passed
transforming the name of the Department of Education, Culture and
Sports (DECS) to the Department of Education (DepEd) and redefining
the role of field offices (regional offices, division offices, district offices
and schools). The act provides the overall framework for:
1. school head empowerment by strengthening their leadership roles
2. school-based management within the context of transparency and
local accountability.
18. EDUCATION DURING THE 21ST
CENTURY
The K to 12 program
Implementation started on SY 2012-2013.
Kindergarten is now a part of the compulsory education system
A new curriculum for Grade 1 and Grade 7 pupils and students,
respectively was introduced
By SY 2016-2017, Grade 11/Year 5 will be introduced, and Grade
12/Year 6 by SY 2017-2018;
the phased implementation of the new curriculum will be finished
by the SY 2017-2018
20. SOCIOLOGY
Sociology
The science of man and society
Study of patterns of human behavior
Study of groups and societies and how they affect the people
Sociology of Education
provides a study of the relationships between society and the
educational processes which contribute to the analysis aid solution
to problems confronting the educational system.
21. SOCIOLOGY
Society
a group of organized individuals:
who think of themselves as a distinct group
who live together sharing the same culture occupying the same territory
who interrelates and interacts with one another
who recruits its members by inter group sexual reproduction
who has a shared comprehensive culture, with common shared
attitudes, sentiments, aspirations and goals
22. SOCIOLOGY
Socialization
A process of adapting or conforming to the common needs
and interests of a social group.
A process whereby people learn the attitudes, values and
actions appropriate to individuals as members of a particular
society, where a member of a group learns and internalizes
the norms and standards of the other member among whom
she/he lives.
23. SOCIOLOGY
Agents of Socialization:
a) Family - smallest social institution whose members are united by
blood, marriage or adoption, constituting a household and having a
common culture.
b) School / Education - established by society for the basic enculturation
of the group; an agency which makes student learns how to value
oneself and eventually others; an agency organized by society for the
basic function of teaching and learning.
c) Church
d) Mess media
24. SOCIOLOGY
Educative Functions of the Family (Home)
Health Education -proper food to eat, proper hygiene
Ethics, Morality, Religion - spiritual, moral, and desirable social values
Socialization - roles and status in society
Psychomotor and manipulative skills-how to walk, dance and to use
properly kitchen tools, utensils, etc.
Recreational skills
Academic-reading, writing, arithmetic
25. SOCIOLOGY
Roles of the School:
1) The school as an agent of socialization
Children learn how to get along with other students in the school.
Social ethics are taught in the schools.
The student government trains the students to become good
leaders and followers.
The school prepares the individual to become worthy members of
the society by making them aware of their responsibilities.
26. SOCIOLOGY
Roles of the School:
2) The school as an agent of cultural transmission
Culture can be transferred through:
a) Enculturation - the passing on of group's custom, beliefs and
traditions from one generation to the next generation
b) Acculturation - teaming other culture; the passing of customs,
beliefs and tradition through interaction / reading / inter marriages, etc.
Values and attitudes formation are easily transmitted through lessons
provided by the teachers.
27. SOCIOLOGY
Roles of the School:
2) The school as an agent of cultural transmission
Culture can be transmitted through field trips, experiential
learning, experimentation, group dynamics, cooperative
learning, peer learning, rote playing and dramatization.
Knowledge about the latest development in science and
technology, and about the nations and people of the world
can be acquired through different learning activities.
28. SOCIOLOGY
Roles of the School:
3) The school as an agent of cultural change
Cultural changes are best discussed in the school.
29. SOCIOLOGY
Roles of the School:
4) The school as agent of modernization
Educational systems are focused on future needs of the students.
Changes which are mostly attempts to modernization are being discussed in
the school.
The elements of cultural change which lead to modernization:
Development of oral and written communication and other modern
means of communication
Improvement of science and technology in all fields
30. SOCIOLOGY
Roles of the School:
5) Other functions of the schools:
Serves as a multi-purpose institution
Provides .training of the mind, teaches the basics
Develops problem solving and critical thinking
Promotes social integration, enculturation and cultural perception
Accelerates adjustment of society
31. SOCIOLOGY
Education from the Church (through the bible):
History
Ex: Persia (now Iran), Mesopotamia (now Iraq)
Prophecies
Ex: Earthquake, Famine, Calamities
Divine Values
Ex: Love, Hope, Faith, Wisdom
32. ANTHROPOLOGY
Anthropology
science that studies the origin and development of man, his
work and achievements which includes the study of physical,
intellectual, moral, social and cultural development of man,
including his customs, mores, folkways and beliefs
33. ANTHROPOLOGY
Culture
The shared products of human learning, the set of learned
behaviors, beliefs, attitudes, values, and ideals that are
characteristics of a particular society or population.
The complex whole which includes knowledge, beliefs, arts,
laws, morals, customs and other capabilities and habits
acquired by man as a member of society
35. ANTHROPOLOGY
Elements of Culture
• Language - an abstract system of word meanings and symbols for all
aspects of culture;
the foundation of culture
verbal and nonverbal
• Norms - are established standards of behavior maintained by a society
it must be shared and understood
36. ANTHROPOLOGY
Elements of Culture
Sanctions - penalties or rewards for conduct concerning social
norms
a) positive sanctions- pay, promotion, medals, word of
gratitude
b) negative- fines, Imprisonment, threats, stares, ostracism
Values - are collective conceptions of what is considered good,
desirable and proper or bad, undesirable and Improper in a
particular culture.
37. ANTHROPOLOGY
Change
An enduring force in history; is inevitable, takes place from time to time
The adjustment of persons or group to achieve relative harmony
Forms of Change:
a) Cultural change - refers to all alteration affecting new bait or trait complexes
to change the culture’s content and structures
b) Technological change - revision that occur in man's application of his
technical knowledge and skills as he adopts himself to environment
c) Social change - refers to the variation or modifications in the patterns of
social organization, of such groups within a society or of the entire society
38. ANTHROPOLOGY
Anthropological - Sociological Implications to Education:
The curricular program of all learning institutions should be
examined by the Commission on Higher Education (CHED) and
the Department of Education (DepEd) so that those will be
responsive to the needs of the society.
Parents should be involved In the school projects and
activities, and in enculturation and socialization processes.
39. SOCIAL CONCEPTS
1. Values
generally considered as something - a principle, quality, act or
entity – that is intrinsically desirable
2. Justice
giving others what is due to them; rendering to every man
that exact measures of his due without regard to his personal
worth or merit
40. SOCIAL CONCEPTS
3. Freedom, Rights and Responsibility
Freedom is not absolute, it is not doing something without
restrictions or reservations or interference and influence of
others.
Right means what is just, reasonable, equitable, what ought
to be, what is justifiable, something that is owed or due to
others.
41. SOCIAL CONCEPTS
3. Freedom, Rights and Responsibility
Rights and responsibility come in pairs. If one wants more
rights and freedom, s/he shall also have to accept more
responsibility. A right is abused when it Interferes with the
rights of others
The reciprocation of rights and duties is the true foundation of
social order.
42. SOCIAL CONCEPTS
3. Freedom, Rights and Responsibility
Duties - refer to those that are due justice, to another
individual or collective persons and to God.
Authority- refers to the right given to give commands, enforce
laws, take action, make decisions, and exact obedience,
determine or judge
43. SOCIAL CONCEPTS
3. Freedom, Rights and Responsibility
Accountability - means to be answerable for; emphasizes
liability for something of value either contractually or because
of one's position of authority
Responsibility - refers to trustworthy performance of fixed
duties and consequent awareness of the penally for failure to
do so.
44. SOCIAL CONCEPTS
4. Ethics/Moral law
Ethics Is based on one's station in life: to each station
corresponds a certain behavior according to which a person
must live.
45. SOCIAL CONCEPTS
THEORIES OF ETHICS:
1) Consequentialism - claims that the morality of an action is determined
by its consequences
a) Hedonism - views that only pleasure is good as an end; pleasure
is the highest good
b) Utilitarianism - believes that the greatest happiness of the
greatest number is the test of right or wrong
c) Self-realizationism - holds that the ultimate end is the full
development or perfection of the self
46. SOCIAL CONCEPTS
THEORIES OF ETHICS:
2) Non-consequentialism - claims that the morality of an action
depends on its intrinsic nature or on its motives
3) Divine Command Theory - claims that the morality of an act
depends on whether it is in accordance with the will of God
4) Categorical Imperative Theory - holds that fa one's action to be
morally right, s/he must be willing to have everyone act In the same
way
47. SOCIAL CONCEPTS
THEORIES OF ETHICS:
5) Egoism - claims that an action is right only if It is in the interest of
the agent
6) Situation Ethics - claims that the morality of an action depends
on the situation and not on the application of the law
7) Intuitionism-claims that one's knowledge of right and wrong is
immediate and self-evident
48. SOCIAL CONCEPTS
THEORIES OF ETHICS:
8) Emotive Theory - claims that moral judgments do not state
anything that is capable of being true or false but merely express
emotions like oaths or exclamations
9) Ethical Relativism - holds the view that there is no one correct
moral code for all times and peoples, that each group has its own
morality relative to its wants
