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A Content Analysis of Philippine School Textbooks: a Study of Political Socialization and Development

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A Content Analysis of Philippine School Textbooks: a Study of Political Socialization and Development Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 8-1967 A Content Analysis of Philippine School Textbooks: A Study of Political Socialization and Development Larry Lee Grosser Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Political Science Commons Recommended Citation Grosser, Larry Lee, "A Content Analysis of Philippine School Textbooks: A Study of Political Socialization and Development" (1967). Master's Theses. 3231. https://scholarworks.wmich.edu/masters_theses/3231 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A CONTENT ANALYSIS OF PHILIPPINE SCHOOL TEXTBOOKS — A STUDY OF POLITICAL SOCIALIZATION AND DEVELOPMENT by Larry L.& Grosser A Thesis submitted to the Faculty of the School of Graduate Studies in partial fulfillment of the Degree of Master of Arts Western Michigan University Kalamazoo, Michigan August 1967 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS This author wishes to express his appreciation to Professors Charles 0- Houston, C. I. Eugene Kim, Jack C. Plano, and Richard J. Richardson for their assistance in obtaining materials and providing advice for the writing of this thesis. Larry L. Grosser Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. MASTER’S THESIS M-1268 GROSSER, Larry Lee A CONTENT ANALYSIS OF PHILIPPINE SCHOOL TEXTBOOKS—A STUDY OF POLITICAL SOCIALIZATION AND DEVELOPMENT. Western Michigan University, M.A., 1967 Political Science, general University Microfilms, Inc., Ann Arbor, Michigan Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Chapter Page I. INTRODUCTION .................................... 1 1. Political Socialization Defined ............... 1 2. Education and Political Socialization ...... 2 3. The Purpose......... ...... .......... 3 4. The M e t h o d .................................. 7 II. DEVELOPMENT OF PHILIPPINE EDUCATION SINCE 1898 . 9 1. The Spanish P e r i o d .......................... 9 2. The American Period............... 15 III. A CONTENT ANALYSIS OF PHILIPPINE CIVICS BY GEORGE M A L C O L M ....... 34 1. The Symbols.................................. 35 2. The General Welfare Symbol and Related Symbols...................................... 37 3. A Representative Republican Form of Government and Related Symbols.......................... 40 IV. A CONTENT ANALYSIS OF PHILIPPINE CIVICS BY CONRADO BENITEZ .......................... 67 1. The General Welfare Symbol and Related Symbols.............. 73 2. A Representative Republican Form of Government and Related Symbols.......................... 83 iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Chapter Page V. A CONTENT ANALYSIS OF PHILIPPINE HISTORY FOR CATHOLIC HIGH SCHOOLS BY GREGORIO ZIADE ........... 99 1. The General Welfare Symbol and Related Symbols ................................ 104 2. A Representative Republican Form of Government and Related Symbols.............................115 VI. SUMMARY AND CONCLUSIONS............................. 130 APPENDICES: (Representative samples of statements counted that relate to the various symbols used in this study). I. Promotion of the General Welfare................. 136 II. Separation of Powers............................ 140 III. Responsible Citizenship ...................... 144 IV. Local Autonomy..................................146 V. Humanitarianism................................ 148 VI. Patriotism ................ .......... 149 VII. Justice....................................... 150 VIII. Individual Rights ............................ 152 IX. Free and Frequent Elections ........... 153 X. Representative Republicanism..................... 155 XI. Hard W o r k ..................................... 157 XII. Close Family T i e s .............................. 158 XIII. Voluntary Groups................................ 159 XIV. Political Parties.................. 160 iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES Table Page I. Annual Enrollment in the Public Schools from 1907 to 1 9 1 4 ................................ 21 II. Enrollment by Curriculum 1910-1930 23 III. Rank Order of the Symbols in the 1919 Textbook by Total Statements of Support, Neutral or Disapproval..................................... 36 IV. Percent of Support and Neutral Statements for the General Welfare and Related Symbols ............... 37 V. Number and Percentages of Americans and Filipinos, Regularly and Permanently Appointed Officers and Employees in Governmental Service ................. 48 VI. Percent of Support and Neutral Statements for the Symbols Related to the Concept of Representative G o v e r n m e n t ..................................... 33 VII. A Breakdown of Ideas Counted for the Responsible Citizenship.Symbol .............................. 54 VIII. A Breakdown of Ideas Counted for the Free and Frequent Elections Symbol--By Percent ............. 61 IX. Ranked Frequency Distribution of the Symbols in the 1932 Textbook by Total Support and Neutral Statements....................................... 68 X. Percent and Rank of Support and Neutral Statements for the General Welfare and Related Symbols as Found in the 1919 and 1932 Textbooks............... 72 XI. Work Performed by the Four Community Health-Social Centers in Manila During the Period of January 1, 1935 to September 10, 1935........................ 75 XII. Percent of Support and Neutral Statements for the General Welfare and Related Symbols as They Compare to the Total Symbols Counted in the 1919 and 1932 Textbooks....................................... 78 v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table Page XIII. Percent of Increase for Those Symbols Related to the Concept of a Republican Form of Govern­ ment by Total Number of Statements ................. 84 XIV. Percent of Increase for the General Welfare and Related Symbols by Total Number of Statements........... 85 XV. Percent Support and Neutral Statements for the Symbols Related to the Concept of Representative Government ...... ......... .......... 91 XVI. Ranked Frequency Distribution of Symbols in the 1950 Textbook by Total Support and Neutral Statements ....... ................. 100 XVII. Symbols Relating to the General Welfare for the 1919, 1932, and 1950 Textbooks...................... Ill XVIII. Percent Support and Neutral Statements for Those Symbols Related to the Promotion of the General Welfare............. 115 XIX. Percent Deviation for Those Symbols Related to the Concept of a Republican Form of Government by Total Number of Statements as Counted in the 1932 and 1950 Textbooks............. 116 XX. Percent Deviation for Those Symbols Related to the Promotion of the General Welfare by total Number of Statements as Counted in the 1932 and 1950 Text­ books............. ...... 119 XXI. Percent Support and Neutral Statements for the Symbols Related to the Concept of Representative Government ........... ................. • 122 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF ILLUSTRATIONS Figure Page I. Percent of Support Plus Neutral Statements for Each Symbol in Relation to Total Symbols Counted for the 1919 and 1932 Textbooks. ...... 69 II. Percent of Support Statements for Each Symbol in Relation to Total Support Statements Counted ...... ........................... • 70 III. Percent of Neutral Statements for Each Symbol in Relation to Total Neutral Statements C o u n t e d .......................................... 71 IV. Percent of Support Plus Neutral Statements for Each Symbol in Relation to the Total Symbols Counted for the 1919, 1932, and 1950 Textbooks . .... ........ ........... 101 V«_ Percent of Support Statements for Each Symbol in Relation to Total Support Statements Counted............................................ 102 VI. Percent of Neutral Statements for Each Symbol in Relation to Total Neutral Statements C o u n t e d ........................................ 103 VII. Percent Deviation of All Symbols Between the 1919 and 1950 Textbooks. .............. 132 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER ONE INTRODUCTION The Philippines is an underdeveloped state which has been successful in establishing democratic political institutions and processes. On four occasions since the nation gained independ­ ence, legitimate governments have been replaced in free elections. Although incredible economic destruction resulted from four years of Japanese occupation, the Filipino government established the foundations for sustained economic growth. Corruption and violence still exist in the Republic; but the fact that the Fili­ pinos have accepted democracy as the basis for mediating conflict and directing their development is sufficient evidence for optimism. ^ This study focuses on the role of formal education in the process of political socialization in the Philippines. By polit­ ical socialization is meant
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