PROF ED 10

• Socialization


  The process of learning the roles, statuses and values necessary for participation in social institutions
• Socialization is a lifelong process that occurs primarily during early childhood but continues as we progress from infancy to old age
• Anticipatory socialization


  Role learning that prepares us for future roles
• Family


  The most important agent of socialization
• The self-concept formed during childhood has lasting consequences
• Parents' religion, social class and ethnicity influence the child's social roles and self-concept, which in turn influence the expectations that others have for the child, and they determine the groups with which the child will interact outside the family
• School


  An important agent of socialization charged by society to impart specific knowledge and skills necessary for functioning in a society, and to transmit society's cultural values
• Key periods in educational history from 7000 B.C. to AD 1600


  • Primitive societies 7000 B.C.--5000 B.C.
  • Greek 1600 B.C. - 300 B.C.
  • Roman 750 B.C.- A.D. 450
  • Arabic A.D. 700- A.D. 1350
  • Medieval A.D. 500- A.D.1400
  • Renaissance A.D. 1350- A.D. 1500
  • Reformation A.D. 1500- A.D. 1600
• Primitive societies


  • Focused on teaching group survival skills and cultivating group cohesiveness
• Athenian education in ancient Greece

  • Focused on cultivating civic responsibility and identity with the city-state, and developing the well-rounded person
• Spartan education in ancient Greece

  • Focused on developing soldiers and military leaders
• Early Roman education


  • Focused on developing a sense of civic responsibility for the republic and empire, and administrative and military skills
• Arabic education


  • Focused on cultivating religious commitment to Islamic beliefs, and developing expertise in mathematics, medicine, and science
• Medieval education


  • Focused on developing religious commitment, knowledge, and ritual to re-establish social order and prepare people for appropriate roles
• Renaissance education


  • Focused on cultivating a humanist expert in the classics (Greek and Latin), and preparing courtiers for service to dynastic leaders
• Reformation education


  • Focused on cultivating a sense of commitment to a particular religious denomination, and general literacy
• Foci of education in different periods of Philippine history

  • Pre-colonial period: Informal, unstructured, decentralized education focused on vocational training and preparing children to become good husbands and wives
  • Spanish era: Formal, organized, authoritarian education focused on religion, Christian doctrines, and separate schools for boys and girls
  • American regime 1898-1946: Promoted democratic ideals and the democratic way of life
  • Japanese occupation: Focused on indoctrination and militarism
  • Post-colonial period: Focused on national identity, social justice, and economic development
• Oriented


  Christian doctrines, sacred songs and music and prayers were taught because they were required for confession and communion
• There was a separate school for boys and girls
• Wealthy Filipinos or the ilustrados were accommodated in the schools
• The Educational Decree of 1863


  This law gave Filipinos a complete system of education from elementary to the collegiate level
• The law provided for the establishment of the elementary schools in all municipalities in the country

  1. Curriculum included: reading, writing, arithmetic, history Christian doctrine, Spanish language, vocal music, agriculture for the boys and needlework for the girls

  2. Attendance in school was compulsory between the ages of seven and twelve
• The schools maintained by the Spaniards for more than three centuries were closed but were reopened on August 29, 1898 by the Secretary of the Interior
• A system of free and compulsory elementary education was established by the Malolos Constitution of (Political Constitution of 1899)
• In May 1898, the first American school was established in Corregidor, and shortly after the capture Manila in 1899, seven schools were opened in the city
• Training was done through the schools both public and secular manned by Chaplains and Military Officers of the US Army
• Thomasites arrived in the Philippines on August 23, 1901
• The University of the Philippines was founded in 1908. UP was the first state school of university status
• The Department of Public Instruction set up a three level school system

  1. First level: 4-year primary and 3-year intermediate or 7-year elementary curriculum

  2. Second level: 4-year junior college and later a 4 year program
• Free education in public schools was provided all over the country, in accordance with the 1935 Constitution
• Importance given to


  • Vocational education
  • Household activities like sewing, cooking, and farming
  • Nationalism so the students were taught about the life of the Filipino heroes
  • Good manners and discipline
• The institute of private education was established in order to observe private schools
• Formal adult education was also given
• Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as our National Language
• Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools
• Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the senior year of all high schools and in all years in the normal schools
• The Education Act of 1940 (C.A. 586)

  1. Reduction of the 7 year elementary course to 6 years

  2. Fixing the school entrance age at 7

  3. National support for elementary education

  4. Compulsory attendance of primary children enrolled in Grade I

  5. Adoption of double-single sessions in the primary grade with one teacher one class assignment of intermediate teachers
• Aims of education during Japanese occupation

  • Make the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere
  • Eradication of the idea of reliance upon Western States particularly the US and Great Britain
  • Fostering a new Filipino culture based on the consciousness of the people as Orientals
  • Elevating the moral of the people giving up over-emphasis on materialism
  • Diffusion of elementary education and promotion of vocation education
  • Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools
  • Developing in people the love of labor
• Goals of education in post-colonial Philippines

  • Realization of the democratic ideals and way of life
  • The Civil Service Eligibility of teachers was made permanent
  • A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem
  • Curricular offerings in all schools, the life, the works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo shall be included in all levels
  • Elementary education was nationalized and matriculation fees were abolished
  • Magna Carta for Teachers was passed into law
• Fundamental aims of education in the 1973 Constitution


  • Foster love of country
  • Teach the duties of citizenship
  • Develop moral character, self-discipline and scientific, technological and vocational efficiency