菲律宾教育历史
合集下载
相关主题
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
JOSE RIZAL UNIVERSITY GRADUATE SCHOOL DCS-LAE I LEGAL ASPECTS IN EDUCATION BY SIMON.FU
COURSE OUTLINE Ⅱ EDUCATION AIMS DURING THE
2.2 American regime
• Like the Spaniards, the Americans brought many changes in their 45 years of reign in the country. Until now, these American influences can still be seen in our lifestyle or way of life.
• The government was not only concerned with the welfare of the youth. Formal education was also provided to those who were of age. Schools were also built in non-Catholic areas like Sulu, Mindanao, and the Mountain Provinces. Attention was given to vocational and health practice. The knowledge of the Filipinos in reading and writing were very high during the American period.
• Religion was not included in the curriculum of the schools. The Americans also gave recognition to those students who excelled acadBiblioteka Baidumically. They were sent to the U.S. to continue their studies and to become expert in their desired fields or professions. They were called "scholars" because the government covered all their expenses. In return, they were to teach or work in government offices after they finished their studies. There were successful Filipino scholars like Judge Jose Abad Santos, Francisco Benitez, Dr. Honoria Sison and Francisco Delgado.
• The American government wanted to give everyone the chance to study so they built public schools for the Filipinos. Volunteer Filipino soldiers became the first teachers of the Filipinos. Part of their mission was to build classrooms in every place where they were assigned. The Filipino soldiers stopped teaching only when a group of teachers from the U.S. came to the Philippines in June 1901. They came aboard the ship "Sheridan." In August 1901, 600 teachers called "Thomasites" arrived. Their name came from the ship they traveled on, the S.S. Thomas. This group became successful in their mission. •
2.3 Commonwealth government
• The period 1935–1946 would ideally be dedicated to the final adjustments required for a peaceful transition to full independence, great latitude in autonomy being granted in the meantime. • The Hare-Hawes Cutting Act, passed by Congress in 1932, provided for complete independence of the islands in 1945 after 10 years of self-government under U.S. supervision. The bill had been drawn up with the aid of a commission from the Philippines, but Manuel L. Quezon, the leader of the leading Nationalist party, opposed it, partially because of its threat of American tariffs against Philippine products but principally because of the provisions leaving naval bases in U.S. hands. Under his influence, the Philippine legislature rejected the bill. The Tydings-McDuffie Independence Act (1934) closely looks like the Hare-Hawes Cutting Act, but struck the provisions for American bases and carried a promise of further study to correct “imperfections or inequalities.”
• Many elementary and secondary schools were opened in cities and provinces. Normal, vocational, agricultural, and business schools were also opened. There were also colleges during the American period. Some of these colleges are: Philippine Normal School in 1901 (now a university); National University (1901);,University of Manila (1914); Philippine Women University (1919); and Far Eastern University (1933). Examples of vocational schools are: the Philippine Nautical School, Philippine School of Arts and Trades and the Central Luzon Agriculture School. The University of the Philippines was also founded in 1908. •
• Many Filipinos still preferred a Catholic education. Thus many private Catholic schools flourished, including those established during the Spanish period, like Ateneo, Letran, and UST, and a number of new schools like St. Scholastica's College and San Beda College. Such schools were preferred by the elite. Some private nonsectarian schools were also founded. Reformists such as Felipe Calderon, Hipolito Magsalin, Leon Ma. Guerrero and Mariano V. Del Rosario established the Liceo de Manila and Escuela de Derecho in an attempt to produce a more nationalistic education, but they did not succeed. In general, education under American colonization led to widespread Americanization of the Philippines, with the emphasis on English language and literature, U.S. history and government, the use of American textbooks, and the emphasis on American values.
• Every child from age 7 was required to register in schools located in their own town or province. The students were given free school materials. There were three levels of education during the American period. The "elementary" level consisted of four primary years and 3 intermediate years. The "secondary" or high school level consisted of four years; and the third was the "college" or tertiary level.
• Education became very important for the Filipinos. This was something that the Americans gave importance to, The spread of democracy and formation of good citizens including the rights and responsibilities of the people were the focus of American education in the country. Education allowed the Americans to spread or share their culture, particularly the English language, to the Filipinos.
COURSE OUTLINE Ⅱ EDUCATION AIMS DURING THE
2.2 American regime
• Like the Spaniards, the Americans brought many changes in their 45 years of reign in the country. Until now, these American influences can still be seen in our lifestyle or way of life.
• The government was not only concerned with the welfare of the youth. Formal education was also provided to those who were of age. Schools were also built in non-Catholic areas like Sulu, Mindanao, and the Mountain Provinces. Attention was given to vocational and health practice. The knowledge of the Filipinos in reading and writing were very high during the American period.
• Religion was not included in the curriculum of the schools. The Americans also gave recognition to those students who excelled acadBiblioteka Baidumically. They were sent to the U.S. to continue their studies and to become expert in their desired fields or professions. They were called "scholars" because the government covered all their expenses. In return, they were to teach or work in government offices after they finished their studies. There were successful Filipino scholars like Judge Jose Abad Santos, Francisco Benitez, Dr. Honoria Sison and Francisco Delgado.
• The American government wanted to give everyone the chance to study so they built public schools for the Filipinos. Volunteer Filipino soldiers became the first teachers of the Filipinos. Part of their mission was to build classrooms in every place where they were assigned. The Filipino soldiers stopped teaching only when a group of teachers from the U.S. came to the Philippines in June 1901. They came aboard the ship "Sheridan." In August 1901, 600 teachers called "Thomasites" arrived. Their name came from the ship they traveled on, the S.S. Thomas. This group became successful in their mission. •
2.3 Commonwealth government
• The period 1935–1946 would ideally be dedicated to the final adjustments required for a peaceful transition to full independence, great latitude in autonomy being granted in the meantime. • The Hare-Hawes Cutting Act, passed by Congress in 1932, provided for complete independence of the islands in 1945 after 10 years of self-government under U.S. supervision. The bill had been drawn up with the aid of a commission from the Philippines, but Manuel L. Quezon, the leader of the leading Nationalist party, opposed it, partially because of its threat of American tariffs against Philippine products but principally because of the provisions leaving naval bases in U.S. hands. Under his influence, the Philippine legislature rejected the bill. The Tydings-McDuffie Independence Act (1934) closely looks like the Hare-Hawes Cutting Act, but struck the provisions for American bases and carried a promise of further study to correct “imperfections or inequalities.”
• Many elementary and secondary schools were opened in cities and provinces. Normal, vocational, agricultural, and business schools were also opened. There were also colleges during the American period. Some of these colleges are: Philippine Normal School in 1901 (now a university); National University (1901);,University of Manila (1914); Philippine Women University (1919); and Far Eastern University (1933). Examples of vocational schools are: the Philippine Nautical School, Philippine School of Arts and Trades and the Central Luzon Agriculture School. The University of the Philippines was also founded in 1908. •
• Many Filipinos still preferred a Catholic education. Thus many private Catholic schools flourished, including those established during the Spanish period, like Ateneo, Letran, and UST, and a number of new schools like St. Scholastica's College and San Beda College. Such schools were preferred by the elite. Some private nonsectarian schools were also founded. Reformists such as Felipe Calderon, Hipolito Magsalin, Leon Ma. Guerrero and Mariano V. Del Rosario established the Liceo de Manila and Escuela de Derecho in an attempt to produce a more nationalistic education, but they did not succeed. In general, education under American colonization led to widespread Americanization of the Philippines, with the emphasis on English language and literature, U.S. history and government, the use of American textbooks, and the emphasis on American values.
• Every child from age 7 was required to register in schools located in their own town or province. The students were given free school materials. There were three levels of education during the American period. The "elementary" level consisted of four primary years and 3 intermediate years. The "secondary" or high school level consisted of four years; and the third was the "college" or tertiary level.
• Education became very important for the Filipinos. This was something that the Americans gave importance to, The spread of democracy and formation of good citizens including the rights and responsibilities of the people were the focus of American education in the country. Education allowed the Americans to spread or share their culture, particularly the English language, to the Filipinos.