ProfEd5

• John Locke - The empiricist educator, learning by doing, and by interacting with the environment, divine rights of kings
• Herbert Spencer - Utilitarian Education, specialization, survival of the fittest, practical curriculum
• John Dewey - Learning through experience, education is a social process, school is a social laboratory
• 5 steps of Scientific and Reflective Methods 1. Involvement in an activity in which he is interested 2. Within the experience there is a genuine problem that stimulates thinking 3. The learner possesses the information needed to solve the problem 4. The learner develops tentative solution 5. The learner test the solution by applying to the problem, discovers validity of ones self
• George Counts - Building new social order, teachers are agents of change, instruments for social improvement, teacher should lead society rather than to follow it, there is a cultural lag between material progress and society intuition and ethical values
• Theodore Brameld - Social Reconstructionalism , active problem solving as method of teaching and learning, education for all
• Paulo Freire - Critical Pedagogy/Radical Pedagogy, building dialogue in a classroom, what we know, what we don't know, human must learn to resist oppression, against banking model
• Banking is where the teacher deposits information to students head, and is more on memorization
• Anticipatory Socialization is the role learning that prepares us for future roles
• Socialization process is an ongoing process of learning the expected behaviors, values, norms, and social skills of individuals who occupy

  particular roles in society
• Vocational and Domestic training includes learning the skills in procuring basic necessities of life like hunting, constructing a hut
• Religious(animistic) consisted in learning how to participate in ritualistic practices to please or appease the unseen spirits
• Content to be Studied:

  Superstitions were taught how to worship before the dwelling of an unseen spirit

  Ways of procuring the basic necessities in life protecting life from danger - education consisted of physical training to enable them to satisfy their need for food and shelter
• Agencies of Education:

  Home- there was no formal agency of education during primitive period, home was center of learning

  Environment - the environment provided the primitive people a very good place for food and shelter
• Methods of Instruction

  Informal Instruction- merely enculturation which is imposing group characteristics, knowledge, skills, and attitude upon children

  Observation and Imitation - learns by unconscious imitation of the activities of their parents and elders

  Simple telling and demonstration - parents told their children what they ought to do and then demonstrate how to do it

  Participation - children participated in the work of their parents mostly obligatory
• Primitive Societies - to teach survival skills, cultivate group cohesiveness, skills like hunting etc. Parents, tribal elders, priests are agents. Informal education in transmission of skills and values
• Greek- To cultivate civic responsibility identity with city state

  Athenian - Well rounded person, reading, writing, arithmetic, literature, agents are private teachers and school, sophists:philosophers, concept of well rounded person and liberally educated person

  Spartans - soldiers and military leaders, drill, military songs and tactics, agents are military teachers and drill sergeants, concept of military state
• Roman - to develop civic responsibility for republic and then empire and to develop administrative and military skills, reading, writing, arithmetic, Law of Twelve Tables, law and Philosophy. Agents are private schools and teachers: schools of rhetoric, emphasis on ability to use education for practical administrative skills and relating education to civic responsibility
• Arabic - To cultivate religious commitment to Islamic beliefs and to develop expertise in mathematics. medicine, and science, reading, writing,religious literature,scientific studies. Agents are mosques and court schools. Arabic numerals and computation, re-entry of classical materials on science and medicine
• Medieval - To develop religious commitment knowledge and ritual to establish social order, to prepare persons for appropriate roles, Reading, writing. arithmetic, liberal arts, philosophy theology, crafts, military tactics. Agents are Parish, chantry and cathedral schools Universities, apprenticeship; knighthood. Establishing the structure, content, and organization of the university as a major institution of higher education; preservation of knowledge
• Renaissance - to cultivate a humanist who was expert in the classics Greek and Latin; to prepare courtiers for service to dynastic leaders. Latin, Greek, classical literature, poetry, and arts. Agents are classical humanist educators and school such as lycee, gymnasium, Latin grammar school. An emphasis on literary knowledge, excellence, and style as expressed in classical literature, a two track system of schools
• Reformation - To cultivate a sense of commitment to a particular denomination and to cultivate general literacy,reading, writing, religious concepts and ritual Latin and Greek theology. Agents are vernacular elementary schools for the masses, classical schools for the upper classes. Commitment to universal education, literacy to the massses, and the origin of school systems,with supervision to ensure doctrinal conformity
• During the early Spanish period, the literacy rate in Manila was higher than that of Madrid
• Most education during the early Spanish period was conducted by religious orders
• Friars built printing presses to produce material in baybayin, recognizing the value of the literate Indigenous population
• Missionaries studied the local languages and the baybayin writing system to communicate with the local populations and teach Christianity
• The church and the school cooperated to ensure that Christian villages had schools for students to attend
• FIRST REPUBLIC The defeat of Spain following the Spanish-American War led to the short-lived independence movement, which established the insurgent First Philippine Republic. The schools maintained by Spain for more than three centuries were closed briefly, but were reopened on August 29, 1898 by the Secretary of Interior. However, the Philippine-American War hindered its progress
• Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic.
• The Burgos Institute (the country's first law school), the Academia Militar (the country's first military academy), and the Literary University of the Philippines were established.
• THIRD REPUBLIC In 1947, under Executive Order No. 94, the Department of Instruction was changed to the Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools
• In 1972, the Department of Education became the Department of Education and Culture under Proclamation 1081 signed by President Ferdinand Marcos
• Following a referendum of all barangays in the Philippines from January 10-15, 1973, President Marcos ratified the 1973 Constitution by Proclamation 1102 on January 17, 1973
• The 1973 Constitution set out the three fundamental aims of education in the Philippines:

  • To foster love of country
  • Teach the duties of citizenship
  • Develop moral character, self-discipline, and scientific, technological and vocational efficiency
• Fourth republic - The Education Act of 1982 provided for an integrated system of education covering both formal and non-formal education at all levels. Section 29 of the act sought to upgrade education institutions' standards to achieve "quality education", through voluntary accreditation for schools, colleges, and universities. Section 16 and Section 17 upgraded the obligations and qualifications required for teachers and administrators. Section 41 provided for government financial assistance to private schools. This act also created the Ministry of Education, Culture and Sports.
• FIFTH REPUBLIC On February 2, 1987, a new Constitution for the Philippines was ratified. Section 3. Article XIV of the 1987 Constitution contains the ten fundamental aims of education in the Philippines. It is also seen that under the 1987 Constitution (under Section 2 (2), Article XIV), only elementary school was made compulsory. In 1987, the Ministry of Education, Culture and Sports became the Department of Education, Culture and Sports under Executive Order No. 117
• Fifth republic - The structure of DECS as embodied in the order remained practically unchanged until 1994.On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 and the Free Public Secondary Education Act of 1988, which mandated free public secondary education commencing in the school year 1988-1989. On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during Christmas and summer vacation with a salary not lower than the minimum wage-- with 60% of the wage paid by the employer and 40% by the government
• The EDCOM report of 1991 recommended the division of DECS into three parts
• On May 18, 1994, the Congress passed Republic Act 7722, creating the Commission on Higher Education (CHED) to supervise tertiary degree programs
• On August 25, 1994, the Congress passed Republic Act 7796, creating the Technical Education and Skills Development Authority (TESDA) to supervise non-degree technical-vocational programs