prehispanic education

TOPIC: Pre-Hispanic and Spanish Education
===============================================

A GLIMPSE OF THE PAST:

Some evolutionist believed that the 1st man in the Philippines lived in Palawan about 25,000 years ago
The 1st Filipino lived in Tabon caves in Palawan thus they are called the ‘Tabon Man”
They belonged to the Stone Age culture and used stone tools and has no knowledge about the use of metal
They hunted wild animals with crude stone tools and make clothes using simple stone tools
They did not know how to farm or raise animals
They were short with bushy eyebrows, and a low forehead
They lived in a very harsh surroundings and it was a daily battle for survival
Most of the time was spent looking for food

OUR ANCESTORS

NEGRITOS: The 1st people to come to the Philippines and were called Atis or Aetas
They came across the land bridges from mainland Asia about 25,000 years ago
They were very small people and less than five feet tall
They were called Negritos because they have black skin, short kinky hair, thick lips and black nose
They wandered in the forest and lived by hunting, fishing, and gathering wild plants and fruits.
They use bow and arrow for hunting.

INDONESIANS:

1st immigrants to come by the sea to the Philippines about 5,000 yrs. Ago and sailed in boats from South Asia.
They drove the Negritos into the mainland and lowland
There were two types of Indonesians
Tall with light skin, large and high nose and thin lips
Shorter and darker, large nose and lips
They were more advanced than Negritos
They lived in permanent homes and used fire to cook their food
They lived by hunting, fishing and small farming
They painted their bodies with colorful figures.

MALAYS:

The Malays came after the Indonesians about 2,000 years ago and arrived in boats from Southeast Asia
They drove the Indonesians to the forests and lived in the lowlands
They were medium in height, brown-skinned, with dark eyes, flat nose and straight black hair.
They were more civilized than the Indonesians
They lived in larger villages, had government, writings, music, arts and sciences; they lived by agriculture, fishing, mining, and trading

COMPARISON OF SYTEM OF EDUCATION

PRE-SPANISH SYSTEM OF EDUCATION

TEACHERS

SUBJECTS TAUGHT

STRATEGIES

TRIBAL TUTORS- the Babaylan and Katalonan; Imam or Ulema

MOTHERS

FATHERS

Theoretical/moral and spiritual awakening

Housekeeping
Basket-weaving and making
Other agriculture-related activities

Hunting
Carpentry
Agriculture
Ship building
Mining
Skills taught vary on their industries and locations

Oral (tell me)
Practical (show me)
Hands-on (observation and imitation
Indoctrination

SPANISH PERIOD

TEACHERS

SUBJECTS

TEACHING METHODS

TYPES OF EDUCATION

Friars (Augustinians, Francis- cans, Domini-cans, and Jesuits) took charge in teaching, control-ling and maintain-ing the rules and regula-tions imposed to the students

Focused mainly on the teaching and learning of Christian Doctrine
Reading and writing in the dialect
Music and arithmetic
Trade and industry

Dictation
Memorization
Other forms such as ‘moro-moro’, cenaculo, and theatrical performances

Authoritarian
Teacher-centered
Subject-centered
Imposition of severe discipline

COMPARISON OF PHILOSOPHICAL PRACTICES

A. PRE-HISPANIC:

PHILOSOPHY OF EDUCATION:

PERENNIALISM
PROGRESSIVISM

PRE-HISPANIC PERIOD

The educators were the Babaylan, Katalonan, Imam or Ulema and was considered authorities
They are masters because they possess wisdom and knowledge on spirituality and system of governing their own society
Type of education that was taught to the people was based on beliefs and traditions
Education was proliferated through the Islam religion
Children were taught how to read, write and comprehend Arabic by using the Koran as their textbooks

Skills are honed to meet their basic necessities and to harmonically interact with their environment
Learning from experiences had been passed along each generation on which the current one will strive on developing it, making it more appropriate during those times
Historically, our ancestors had succeeded on survival due to:
Pre-colonial technology (ceramic industry)
Predictive sciences (preserved mummies)
Petroglyphs(ancient form of arts and religion)
System of writing (Alibata or Baybayin)
Foreign trade with the Chinese traders and merchants
Megalisthic structures as a form of architecture (rice terraces)
Form of government (Barangay)
Laws and system on warfare

B. SPANISH:

PHILOSOPHY OF EDUCATION:

PERENNIALISM
RECONSTRUCTIONISM
ESSENTIALISM

SPANISH PERIOD

Religious orders were the ones who established schools, colleges, and seminaries
Education became a powerful tool in the propagation of Christianity
Bible was considered being the master book of learning and was taught by reading and discussion

Reconstruction of the mentality of the society in order to meet cultural needs of the time

During the 1st Republic, love of country within the framework of love of God was inculcated
Friar teachings have been segregated into what it true and what is not true; what it good and what is not good; and what is essential and what is inessential

SYNTHESIS:

The early Filipinos were already civilized before the Spanish came and conquer our country. They had government, laws, education, writing, literature, religion, customs, traditions, trade, commerce and industries.

The education of pre-Hispanic Filipinos was fit for the needs of their times. Education was informal and unstructured, without any fixed methodology. Children were usually taught by their parents and tribal tutors and such education was geared more towards skills development; more vocational training but lesser They are also trained to promote reverence for and adoration of Bathala and respect for laws, customs, and authorities represented by parents and elders.

When the Spaniards came, they found out that the islanders were educated and literate. Tribal tutors were replaced by Spanish missionaries and education became oriented more towards academics and the Catholic religion. Education was also primarily for the elite, especially in the early years of the colony. Later, however, the Educational Degree of 1863 was enacted, providing for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government and the establishment of normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. More significantly, this decree also established the superior commission of primary instruction, a forerunner of the present Department of education.

In entirety, education during the Spanish regime was privilege only to Spanish students. The supposed Philippine education was only a means to remain in the Philippines as colonizers.

SOURCES:

http://education.stateuniversity.com/pages/1197/PhilippinesHistory

www.scrib.com/doc/37116799/Education in the Philippines

“Tracing the pre-Hispanic roots of the Philippine Educational System’ by Prof. Rolando S. Dela Cruz, published at Manila Bulletin, Dec.5, 2012

Discussion Question, Panlilio, Margaux Marie D., Contemporary Philosophies that influenced Philippine Education