The Start of the New Society in the Philippines ´On
September 21, 1972, President Ferdinand Marcos of the Republic of the Philippine Philippiness issued Presidential Decree No. 1081 placing the whole Philippines Philippin es under Martial Law (Gregorio:;P.56)µ. It was declared due to an existing threat to the Philippinee government. Philippin The Philippine government set out to reform the country in a new social order which was called the ´New Societyµ.
After
the declaration of the Martial Law: the government officials (Departments, Military, Bureaus) sat together for the implementation of the Presidential order. All schools (in all year levels; both in public & private) were temporarily closed But was reopened reopened on October 1972. 1972 .
The Aims of Education in the New Society ´The
Educational Development Decree of 1972, was adopted with the aims to provide a broad base of general education for all citizens, train manpower manpower in the middle skills, develop professional competence that can provide leadership and advance knowledge and make education more relevant through an educational planning service (Gregorio: ;P.57)µ.
Academic A
standards is to be improved by the following means of action:
1. 2. 3. 4. 5. 6.
Curriculum reorientation Selected Admission Improvement of teachers in service A Accreditation process Guidance and Counseling Program Improvement of instruction in mathematics and sciences 7. Upgrade secondary schools and colleges 8. Government grants and loans to institutions and other agencies. Source: Introduction to Education in Philippine Setting by Herman C. Gregorio; Page Page 57
It
aimed for the improvement of education (its quality) in the Philippines Philippines.. Department Order No. 16 s. 1972 was issued to adopt workwork -oriented -oriented curriculum. Education should be relevant to the New Society (its needs & aims); both its content & methods of teaching. It aimed for social & economic development of the New Society.
In
Social Development:
Inculcate
values needed for the development of the New Society (cooperation, hark work) Social awareness Remove Inequalities Equal opportunities opportunities (in work & education) In Economic Development: Economic
Growth Manpower & Skills Agriculture
Report
Card for Grade School Pupils (For Gr.
I - III): III):
Rating Periods 1
L anguage anguage
2
3
4
Arts (For (For Pupils taught in the Vernacular Vernacular )
Read with understanding Reads independently short, simple reading materials Expresses ideas in correct oral and written form L anguage anguage
Arts in Pilipino
Ipinahahayag nang mahusay ang mga idaya sa pasalita at pasulat Bumabasa nang may laya at pagpag -unawa -unawa Nagpakita ng kawilihan sa pagbasa ng panitikang angkop sa baitang Note: The following following Report Card info (of 1973) is taken from the book ´The Filipino Filipino Teacherµ Teacherµ from fr om pages 120 to 122.
Rating Periods 1 L anguage anguage
Arts (English)
Demonstrates understanding understanding of spoken English suited to the grade Uses common social amenities Uses structures and vocabulary suited to the grade in expressing oneself Recognizes Recogni zes sight words with ease Reads fairly well experience charts Copies words, words, phrases and sentences accurately Social Studies
Demonstrates,, by action, desirable attitudes towards others Demonstrates Classifies, groups, labels data for study Formulates simple concepts and generalizations
2
3
4
Rating Periods 1 Elementary Mathematics
Demonstrates increased increased understanding of the meaning of numbers/fractions Demonstrates understanding understanding of number relationship Performs with sufficient mastery: addition problems subtraction problems multiplication multiplicatio n problems division problems Solve oneone- to tw two twoo-step -step word problems Works with accuracy
2
3
4
Rating Periods 1 Health and Sciences
Demonstrates mastery of certain science skills Works well with others in group investigations Takes Tak es good care of materials materials,, equipment and facilities Attends
to personal needs without assistance
Keeps himself neat and tidy Music
Participates in singing activities Responds to music rhythms Contributes to creative musical projects
2
3
4
Rating Periods 1 Art
Uses tools and materials well Expresses ideas through various media, i.e colors, lines, etc. Demonstrates increased ability to see and observe obser ve the world around him Work Education
Keeps belongings in proper place/in order Plans work activities and schedules Helps in simple chores at home and in school Keeps work neat and clean Completes work in reasonable time Uses properly simple work tools for gardening, sewing, etc.
2
3
4
Rating Periods 1 Physical Education
Participates actively actively in group games Practices regularly simple ´keep fitµ exercises Performs simple mimetics, plays, rhythmic activities, etc. Performs gracefully simple dance steps Personal, Social and Emotional Development (G .M.R.C. .M.R.C.))
Gets along well with others Obeys school rules and regulations Respects authority Accepts
constructive criticisms
Is courteous in speech and manners Assumes responsibility
Shows self self--confidence -confidence Practices self self--control -control Uses free time wisely
2
3
4
The Philosophy of Education in the New Society ´The
principles and practices of education under the New Society is based on the pragmatic philosophy philosop hy of education or progressive education (Gregorio: ;P.58)µ. The child is the center of the educative process & the child·s growth & development is aimed in progressive education.
Activity
programs (in line with the needs, interest, abilities of the pupil) is the core of the curriculum. ´The school program is integrated with life and activities of the community (Gregorio: ;P.59)µ. Learning is identified as a social process; in which cooperation/ cooperation/ group g roup processes is utilized. Evaluation & guidance is a part in teaching & learning.
Basic
Principles of Education under the New Society
1. The Child is made the center of the educative process, and not the subjectsubject-matter. -matter. The child is viewed as an active organism whose purpose is to live and to grow. He has has interests interests and needs, purposes and wants, capacities and abilities. The new education recognizes the child as the center of educative process and all his natural tendencies are utilized as motives or drives towards learning. Note: The source for the ff. side entitled entitled ´Basic Principles of Education under the New Societyµ is the book ´Introduction to Education in Philippine Settingµ by Herman Her man C. Gregorio; Pages Pages 59 to 61
2. The theory of selfself -activity -activity is considered the basis of all learning. That we learn by doing is the core of the new education. Activity program and projects are selected and planned in line with the pupil·s interest, maturity, and ability. The new education stresses learning by doing, by experiencing, and by experimenting. The school is converted into a living creative influence, producing selfself -directing -directing citizens. Only life can teach life. Consequently, prominencee is given to activity programs and prominenc projects.
3. The development development of personality is the main objective. The primary aim of the new education is the development of wellwell -balanced, -balanced, welll integrated, wel integrated integr ated,, and socially socially soci ally---adjust adj adjusted usted ed personality. Emphasis is placed on the concept of growth, on the idea of wholeness, and on the apperceptive theory. The cooperation between the teacher and pupils, the encouragement of voluntary effort on the part of the students, and opportunity for original expression are important factors in the development of presonality.
4.
School activities are correlated or integrated with the real life outside the school. The new education under the New Society recognizes the importance of experience in any kind of learning. The new education makes use of real life approach as opposed to the mastery of subjectsubject-matter -matter or book knowledge. To correlate school activities with real life situations, field--trips, field -trips, excursions, interviews, observations, case studies, personal experience reports, and survey of community conditions are utilized in the teaching procedure. What the is recognized as the only sound method of learning and teaching is by activity.
5.
Informal control is exercised in the classroom. The new education stresses not blind obedience ob edience but intelligent self self--discipline. -discipline. It seeks to achieve its goal by its methods, its democratic d emocratic class procedures, and its emphasis upon democracy as as a way of life. Self Self-discipline in new education is the development of habits of reflective thought and action. The techniques used used are of the informal inf ormal control type ² ² interesting activity, group planning, class discussion and group decision. The teacher·s work is to listen and to guide rather than to command.
6. Learning and thinking are well stressed. New education develops learning and thinking by providing pupils with situations, either in the form of problems or projects for them to work at independently. independently. Learning and thinking are stimulated when the learners recognize the purpose of learning. Education under the New Society lays greater stress on the ´whyµ than on the ´whatµ of the school work.
7. The activity program is the core of the curriculum. The new education stresses integrated program which dispense with time schedules and separate subjects. The new school has departed from the artificial splitting of subjectsubject-matter -matter characteristics of the old school. The teachers in the new school derive the subjectsubject-matter -matter from the resources and activities of the community where the school is located. Life situations are the objects of study.
8. The new education is shared activity. Progressive teaching and learning are shared activity in which the intellectual growth of the student is achieved through the mastery of the problems meaningful to him. This is based on the principle that learning is a social process.
9.
Guidance is essential part of new education. That self--expression, self -expression, initiative, initi initiative, ative, and creativeness are to be be encouraged does not mean that the child must be left alone to do what he pleases. From the progressive point of view, teaching means stimulating, stimulating, directing, guiding, evaluating, evaluating, and encouraging the learner in his total learning process. In other words, it can be said that teaching is guidance. It is, therefore, the task of the teacher to aid the learner in acquiring knowledge, in developing habits, skills, abilities, and attitudes, and in organizing them into a consistent pattern of life.
