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ZEEB ROAD, ANN ARBOR, Ml 48106 18 BEDFORD ROW, LONDON WC1R 4EJ, ENGLAND 8118777 LOPEZ DE LEON, ISIDRA EDRALIN HOME ECONOMICS CURRICULAR REFORMS IN THE PUBLIC ELEMENTARY SCHOOLS IN THE PHILIPPINES 1900-1980 The University of North Carolina at Greensboro PH.D. 1981 University Microfilms International 300 N. Zeeb Road, Ann Arbor, MI 48106 HOME ECONOMICS CURRICULAR REFORMS IN THE PUBLIC ELEMENTARY SCHOOLS IN THE PHILIPPINES 1900-1980 by Isidra E. Lopez de Leon A Dissertation submitted to the Faculty of the Graduate School at The IMverslty of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 1981 Approved by LDPEZ DE LEON, ISIDRA E. Home Economics Curricular Reforms in the Public Elementary Schools in the Philippines, 1900-1980. (1981) Directed by: Dr. Mildred L. Johnson. Pp. 203. The purpose of this study was to trace the historical development of Home Economics taught in the public elementary schools in the Philippines from 1900 to 1980. Specifically, it sought to determine: (a) the general educational aims and policies that affected the elementary Home Economics instruction, (b) the reforms and changes made in the elementary Heme Economics curriculum, and (c) the influence of the prevailing national political ideology and focus of governmental control in the elementary Home Economics curriculum. Historical research methods were followed. Data were gathered from documents, curricula in Home Economics, directives to teachers, memoranda, bulletins, circulars, Annual Reports of the Director of Education, census reports, Survey Reports of Educational Commissions, Reports of the Philippine Commission, books, periodicals, theses, and dissertations. Information was critically examined, gathered, and organized. The study indicated that the prevailing national political ideology during a particular historical period had a direct influence on the philosophy and aims of Philippine education. Consequently, it effected changes not only on the general educational system, but also on specific subjects included in the curriculum. In the Home Economics taught in the public elementary schools, it affected the objectives, time allotment, subject content, teaching procedures, instructional materials, and forms of evaluation. Other findings showed that: 1. The Philippine educational system has supported the nation's coranitment to a democratic form of government'. 2. Ihe nation's economic development appeared to be the most outstanding concern or focus of governmental control throughout the period under study. 3. The public educational system has continuously evolved, with pressures coming mainly from the influential writings of scholars and from critical institutions like the Department of Education or the Ministry of Education and Culture, including, but not limited, to the strong impact created by the changing political climate. 4. In formulating educational policies, elements from the different historical periods were selectively drawn. The elements of democracy, liberty and labor, together with religious faith reappeared in many official statements which had direct bearing on education. 5. The public elementary school system has undergone various changes since its organization; however, the fundamental aims and objectives have remained essentially the same: universal literacy, citizenship, and nationalism, character education, and development of vocational efficiency. 6. The goals and objectives of the elementary Home Economics curriculum introduced during the American Regime, had the most significant or far-reaching influence on the present curriculum. Despite the changes in terminology and program, the goal has remained basically the same: the development of the individual for better family and community living, and for national development. 7. The specific objectives of the elementary Home Economics instruction which were translated into tasks, were drawn from the general educational aims and policies that prevailed during certain historical periods. The general educational objectives that affected the elementary Home Economics curriculum the most were: (a) development of enlightened, patriotic, useful, and upright citizenry in a democratic society, (b) development of vocational efficiency, (c) maintenance of family solidarity and desirable Filipino family pattern, and (d) improvement of community life. APPROVAL PAGE This dissertation has been approved by the following conmittee of the Faculty of the Graduate School at the University of North Carolina at Greensboro. Dissertation Adviser Conmittee Members 2L - , fJt) fit iafe of Acceptance by Committee Dat^ of Final Oral Examination ii ACKNOWLEDGEffiNTS Sincere gratitude is expressed to Dr. Mildred L. Johnson, adviser for the dissertation, for her guidance in this research. Recognition and appreciation are extended to Dr. Barbara Clawson, Dr. William Power, Dr. Letty Pryor, and Dr. Nancy White for their assistance in the development of this study. A special thank you is conveyed to Mrs. Loida Lopez of the University of the Philippines Press, Ted Juanite of the Asian Research Institute for Social Development, Miss Aleli Agoncillo and other friends of the writer, for their help in gathering some data and materials used in this study. Deep appreciation is expressed to Mrs. Toribra E. Lopez de Leon, mother of the writer, and to the writer's brothers and sisters for their moral support, encouragement, and interest in the accomplishment of this endeavor. iii TABLE OF CONTENTS Page APPROVAL PAGE ii ACKNOWLEDGEMENTS iii LIST OP TABLES vii LIST OP FIGURES vlii CHAPTER I. INTRODUCTION 1 Significance of the Study 2 Statement of the Problem 2 Definition of Tterros 3 Limitations of the Study 5 Procedures and Sources of Data 6 Organization 7 II. PHILIPPINE EDUCATION DURING IHE SPANISH PERIOD, DURING THE SPANISH REGIME, AND UNDER IHE REVOLUTIONARY GOVERNMENT 9 Elements of Early Filipino Culture 9 Education During the Pre-Spanish Time 10 Education During the Spanish Regime 12 Education During the Revolutionary Regime 15 Summary 16 III. IHE AMERICAN REGIME (1898-1935) 18 Historical Background 18 The Philosophy of Democracy in a New Setting 19 Early American Educational Effort 22 Curricular Offerings of the Elementary School 24 The Beginning of Home Economics Curriculum 27 Reforms and Changes in the Elementary Home Economics. 28 Sunmary 38 IV. IHE COMMONWEALTH GOVERNMENT (1935-1941) 4l Historical Background 41 iv CHAPTER Page Reorganization of the Government 42 Educational Plans and Policies 43 Elementary Home Economics Curricular Reforms 46 Summary 51 V. THE JAPANESE OCCUPATION (1942-1945) 53 Historical Background 53 Government Administration and Propaganda 53 Renovation of Educational Aims and Policies 56 Elementary Curriculum 60 Curriculum Changes Related to Home Economics 64 Summary 67 VI. THE REPUBLIC (1946-1972) 69 Historical Background 69 Government Administration: Main Objectives and Policies 72 General Educational Anns and Policies 74 Objectives of Elementary Education 78 Elementary Home Economics Instruction 79 Summary 93 VII. THE "NEW SOCIETY" UNDER MARITAL LAW (1972-1980) .... 97 The Creation of a "New Society" 97 Major Educational Reforms 99 Administrative Structure 99 General Educational Goals and Policies 101 Objectives of Elementary Education 103 Elementary Home Economics Curricular Reforms 104 Summary 109 VIII. SUMMARY, CONCLUSIONS, AND SYNTHESIS Ill BIBLIOGRAPHY 135 APPENDIX 148 A. GENERAL PRIMARY AND INTERMEDIATE COURSES OF STUDY/CURRICULA 149 B. GENERAL OBJECTIVES FOR FOODS 175 v APPENDIX Page C. GENERAL OBJECTIVES FOR CLOTHING AND