FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in TLE 5 HOME ECONOMICS AND LITERACY Module No.1

STUDY GUIDE FOR MODULE NO. 1

Home Economics: History, Concepts, Principles and Philosophy

MODULE OVERVIEW

Home Economics (HE) is the profession and field of study that deals with the economics and
management of the home and community. Home economics is the field of formal study including such
topics as consumer education, institutional management, interior design, home furnishing, cleaning,
handicrafts, sewing, clothing and textiles, cooking, nutrition, food preservation, hygiene, child
development, and family relationships. It prepares students for homemaking or professional careers.
As a prospective teacher in Home Economics, this module will give you a review about the
subject as one of the areas in the technical-vocational track specifically in the Junior and Senior high.
For those who have not taken the course in the high school, this course will give you a complete
overview of HE and be able to appreciate the importance it brings to the lives of future homemakers
in the future.
This chapter includes the concepts , principles, and principles, and philosophy of home
economics, its importance in the lives of people , the major changes brought about by home
economics, and the different careers or job opportunities it brings to individuals.
In general, this chapter will help you become an effective and efficient HE teacher with the
required competencies that you can share and transfer to the learners.

MODULE LEARNING OBJECTIVES

At the end of this module, the learners should be able to:

1. Explain the concepts, principles, and philosophy of Home Economics;

2. Outline the milestones of Home Economics;
3. Discuss the importance of Home Economics in the lives of People and Community;
4. Identify major changes in the community brought about by Home Economics; and
5. Demonstrate interest in the different H.E. specializations and the job opportunities they bring to
individuals.

LEARNING CONTENTS (title of the subsection)

The Evolution of Home Economics

The history of home economics is attributed to Catherine Beecher (Sister of Harriet Beecher Stowe)
who was the first to champion the economics of running a house. The two sisters were both leaders in the
middle of the 1800s who talked about domestic science and valued education especially for women.

Home Economics education started in the United States after the American Revolution. The land grant
colleges and Universities established by the Morrill Act of 1862 were the first institutions which provided a
foundation for the growth of Home Economics education. This Act led to educate farm wives to run their
households while their husbands were having taking agricultural methods and processes. Programs for women
were offered by Lowa, Kansas, Nebraska, Illinois, Minnesota and Michigan. A number of women graduated
from these institutions several years before the Lake Placid Conferences which eventually led to the home
economics movement.

The first lake Placid Conference was held in 1889, however, there was not much documentation done
on the different activities.

PANGASINAN STATE UNIVERSITY 1

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in TLE 5 HOME ECONOMICS AND LITERACY Module No.1

Ellen Swallow Richards was the first woman started the Home economics movements. She was also
the first woman to attend the Massachusetts of technology and became the first woman instructor in the same
school. She was instrumental in getting her own space during the World’s Fair in 1893 called the Rumford
Kitchen. She refused to participate in the kitchen demonstration because she believed that nutrition was not
only the women’s work, but information for all

She was instrumental in getting her own space during the World’s fair in 1893 called Rumford Kitchen.
She refused to participate in the kitchen demonstration because she believed that nutrition was not only the
women’s work, but information for all.

For over 10 years. Ellen Richards and her contemporaries’ explored the latest in this line of profession.
It was their goal to form an education and scientific association as an important component in formalizing the
profession.

The American Home Economics Association was formed in January 1909. It was until 1993 when a
group of modern home economics met at Scottsdale, Arizona to include the course for home economics in the
new millennium. The Scottsdale Conference changed the name of the American Home Economics to American
Association of Family and Consumer Sciences.

Many colleges and universities used other names although even long before the Scottsdale Conference
such as titles as Human Sciences, Human Ecology, Consumer and Family Sciences and many more were used.

Home Economics is also known as Family and Consumer Sciences. It is taught in secondary schools,
colleges and universities, vocational school and in adult education centers, where students include women and
some men. In the 1800s, Home Economics classes were intended to prepare young women for their duties in
the home. Classes were first in the United States, Canada and Great Britain, followed by Latin America, Asia
and Africa. International organizations such as those associated with the United Nations have been involved in
starting home economics programs around the world.

The term Home Economics started in the 2oth century amidst an increasing population of a literate
citizenry and the greater availability of printed materials that catalyzed the consumption of literature in home
making. In 1862, the Morrill Act was passed which established land-grant to states that were open to women
and mandated to foster scientific theories and techniques and modernized activities associated with home
economics, such as cooking, laundry, sewing, house cleaning, care of the sick, and sanitation. In the 19 th
century, courses in domestic science were implemented. With the lake Placid conferences in 1899, the activists
called for the teaching of Home Economics across the state. The American Home Economics Association was
formed among the conference participants and lobbied for the funding of research and teaching of Home
Economics.

The Smith-Hughes Act mandated the importance of occupational preparation in home economics, thus
in 1917 funding was provided. It was through this Act that Women’s’ role in home and in the society was
elevated. It was emphasized that the study of home economics should prepare students for their effective
discharge of duties in their respective homes and prepare them for their effective administration of household
affairs. In the early 1900’s home economics gained popularity as a result of urbanization, industrialization and
immigration.

The Vocational Education Act of 1963 diminished the funding that the field had been receiving from the
Smith-Hughes Act. Funding was only to be provided for Home Economics education that led to gainful
employment. In the 1960’s and 1970’s, Home Economics came under fire with changing societal norms for
woman at home and in the workplace. Many schools dropped these programs and in some cases the educators
of this profession were criticized for their lack of sympathy towards modern feminism. However, home
economics legitimately created opportunities for women and greatly impacted American society, creating
vocational and economic opportunities for women and educating boys and men about domestic skills.

Catherine Beecher was one of the first to champion the Economics of running home. She argued for
the importance of domestic life and sought the application of scientific principles to children-bearing, cooking
and housekeeping.

PANGASINAN STATE UNIVERSITY 2

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in TLE 5 HOME ECONOMICS AND LITERACY Module No.1

Also from the Beecher family was Harriet Beecher Stowe, an American abolitionist and author and is
best known for novel Uncle Tom’s Cabin 6. Both Catherine and Harriet were leaders in mid-19th century North
America in talking about Domestic science. They came from a very religious family that valued education
especially for women.

The Morrill Act of 1862 propelled domestic science further ahead as land grant colleges sought to
educate farm wives in running their households as their husbands were being educated in agricultural methods
and processes.

In the last decades of the nineteenth century, land-grant schools, along with a few private institutions,
established courses of instruction in what was generally called “Domestic Sciences.”

Late in the 19th Century, Richards convened a group of contemporaries to discuss the essence of
domestic science and how the elements of this discipline would ultimately improve the quality of life for many
individuals and families. A home economics class was started in 1911 in Toronto and was named Oekology or
the science of right living or Euthenics, the science of controlled environment. Ultimately, “Home Economics”
was chosen as the official term in 1899.

Beginning in 1899 Richard, along Melvin Dewey and other educators and activist, organized a series
of annual gatherings that became known as the Lake Placid Conferences. These educators worked tirelessly
to elevate the discipline, which was to become home economics, to a legitimate profession.

Conference participants from the American Home Economics Association (AHEA) This organization
effectively lobbied federal and state governments to provide funding for home economics research and teaching
including adult education work through agricultural extension services, leading to the rapid expansion of
educational programs in 1908.

In 1993, American Home Economics Association was changed to American Association of Family and
Consumer Sciences during Scottsdale Conference in Scottsdale, Arizona.

History of Home Economics in the Philippines

Home Economics in the Philippines is attributed to the late Dr. Helena Zoila Tirona Benitez, who
founded the Philippine Home Economics Association in 1948. This was a national non-government organization
composed of individuals, institutions, and organizations for the purpose of improving Home Economics
education in the Philippines.

The history of Home Economics can be traced through these significant changes or stages of
development.

1901 – American methods of instruction were ensured by bringing in hundreds of American teachers
called Thomasites. In 1901 vocational training in housekeeping and household arts was made an important
element of girl’s education in the Philippines.

1913 - Elvessa Ann Stewardt, a graduate of the University of Nebraska, went to the Philippines as a
teacher in Home Economics.

1920 – Girls in grade 5 to 7 were required to devote 80 minutes a day to home economics activities
which included cooking, sewing, embroidery, lacemaking.

1929 – Elvessa Ann Stewardt became the Superintendent of Home Economics in the Bureau of
Education in Manila.

1941 – Every secondary girls was required to have atleast one year of Home Economics before
graduation. Required subjects included nutrition and child care. Teachers of Intermediate Home Economics

PANGASINAN STATE UNIVERSITY 3

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in TLE 5 HOME ECONOMICS AND LITERACY Module No.1

were required to be graduates of the Philippine Normal School or the equivalent which required 3 years of the
study beyond secondary level.

For 20 years, domestic training had flourished in Filipino schools starting with sewing, cooking and
housekeeping.

Today, Home Economics continues to be practiced by professionals in many venues including

secondary teaching, colleges and university teaching and research and outreach through cooperative extension
programs. It has been given in the K-12 curriculum.

Societal Changes and Development Brought about by Home Economics

Curriculum development and changes relate to Home Economics education at all levels, elementary
through adult and professional, and in all aspects of the Home Economics program-prevocational, home and
family living, occupational, pre-professional, and teacher education. We require comprehensive and detailed
training for every important profession and career that serve human life and well-being. Therefore, home
management and nutrition science are clearly important. It is evident that Home Economics education has many
opportunities to develop a visionary approach to education for sustainable development and for improving the
quality of life of every individual.

Obesity has become the most common nutritional disorder in the industrialized world. It is a major risk
factor for the development of degenerative and chronic diseases and for the leading causes of death in the
Western world. Poor eating habits and improper diet are notoriously serious causes of disease. Careful detailed
planning is important and with this, Home Economics will make an important contribution to counteracting such
as development. Home economics as a creative subject can allow for experimentation and the development of
critical judgement relating to foods and meals. That way it can inspire students to use their skills outside school
and later in life. As a practical subject, the teaching of Home Economics encourages students to cook and
develop a sense of pleasure in work as well as good working habits, and to be conscious consumers, allowing
them to take responsibility for food and meals, both in recreation and in the workplace and society. Teaching
the subject will contribute to an awareness of what constitutes a healthy lifestyles.

The Role of Home Economics Education in National Economy

Dr. Michelle Pinnock (2015), Director of the Ministry of Education, Youth and Information’s Western
Regional Office said “Home economics education continues to be an important subject area that plays a critical
role in nation building.” Speaking at the 22 nd Biennial Conference of the Caribbean Association of Home
Economist Inc. at the Montego Bay Convention Centre, Dr. Pinnock said, “the subject area provides the
knowledge, skills and attitude needed for healthy family life and community living, which are regarded as integral
for national development.”

She pointed out how economics education makes significant contribution to family life and stability.
“Home economics exposes our students to be fundamental principles of budgeting and financial management,
home and resource management, health and nutrition to name a few, “ she added, nothing that significant
strides have been made “in educating our people about preparing foods within the budget and eating a balanced
diet.”

Pinnock pointed out that home economics education has matured into a range of offerings which include
home ecology, human and consumer sciences, family resource management, clothing and textile, home
management, food safety, family life, food and nutrition.

She noted that the theme for the conference: “Future-Proofing Families for 21st Century Living” is timely
and implies a broader appreciation of the need to prepare persons to take care of their families amid the
challenges of contemporary living. “It calls upon us innovators to share strategies and best practices to minimize
the effects of … limited budget, increase in cost living, scarcity of goods, just to list a few. Home economists,
you have the answer for successful living in the future so please take the lead, “She said. She further urged

PANGASINAN STATE UNIVERSITY 4

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in TLE 5 HOME ECONOMICS AND LITERACY Module No.1

educators to “continue to celebrate, to broadcast and to advocate for home economics to take its pride of place
amongst subjects as we prepare for successful future.

What is Home Economics?

Home Economics is a field of study that is primarily concerned with strengthening family life and
increasing productivity of individuals in the social economy. It synthesizes knowledge from arts and science-
based disciplines to improve manipulative skills, organizational skills and social skill (James, 2003)

Home Economics is a board field of knowledge and services concerned with all phases of family life,
Lemchi (2001) also noted that Home Economics is a skill-oriented subject which is capable of equipping the
individuals with basic skills and knowledge that will help them to be self-reliant and thereby contribute to the
social and economic development of the individual, the family and the nation at large. Some of the careers open
to a Home Economics include designing clothes, clothing retailers, home services representatives, food
specialist, home economist in journalism, nutrition and dietetics, family and child development, catering
advertising, magazines and public relation writing, television, publications, business and industry.

Home Economics is also a diversified field of knowledge that involves education and research in many
areas including food and nutrition, clothing and textiles, family life and human development, household and
institutional resource management and community health. This is a course that has a greater role to play in
poverty alleviation, a global phenomenon ravaging some countries in the world.

When human and natural resources of a nation are not sufficiently developed, poverty becomes the
order of the day and the economics scenes will be eluded with various problems to the extent that policy makers,
practitioners and general public will be in a state of confusion. (Ajekamo, 2008)

Poverty reduction becomes the most difficult challenge facing the developing countries and Home
Economics has to help families of the world (Arogundade, Adebisi & Ogunro, 2011). Home economists should
realize that they themselves should be producers of goods and services, producers of saleable knowledge,
attitudes in order to alleviate poverty.

Areas of Home Economics in the 19th Century

The Basic Education Curriculum has undergone several revisions including the subject Home
Economics. In the 19th century, Home Economics included cooking, child development, education and
community awareness, home management and design. Sewing and textiles, budgeting and economics, and
health and hygiene. A review of the present curriculum will help you assess if these areas are still included in
Home Economics of the K-12 curriculum.

❖ Cooking

Since food preparation was central to homemaking, cooking is one of the earliest
disciplines in Home Economics. Early home economics programs taught women how to cook a
balanced meal, and included food safety and preservation. Additionally, they studied how properly
set a table and learned how to host meals, not only for their immediate families, but for larger groups
as well. This element of traditional economics still exists today for both mean and m=women in
culinary schools, culinary programs for family and consumer sciences students, and in nutrition
degrees.

❖ Child Development

In addition to cooking and nutrition, Home Economics students were taught to rear children.
This included learning about the stages of child development and how to correctly respond to
children at each stage. Today, students who study family and consumer sciences still learn child
development, which has become so significant that it is, in many places, its own major.

PANGASINAN STATE UNIVERSITY 5

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in TLE 5 HOME ECONOMICS AND LITERACY Module No.1

❖ Education and Community Awareness

Since women were considered as the first educators for their children, they taught their
children basic reading and math skills before they entered school. It was therefore significant for
them to understand how best to teach these skills. Education and community awareness, which
included moral and ethical lessons, were originally a part of Home Economics education. Today, it
has become so significant that elementary education has branched into its own field of study- but
one that is still dominated by women.

❖ Home Management and Design

Early women who studied Home Economics learned the elements of design in order to
better decorate and care for their homes. This area of study also included cleaning and
organization, which was significant because homemakers were expected to keep the house
clean and organized. Today, individuals who study family and consumer sciences use these
skills to enter design fields where they thrive as designers, decorators, organization gurus and
real estate.

❖ Sewing and Textiles

Another of the earliest skills taught to Home Economics students was sewing. Sewing
was a significant part of lesson because many women sewed not only their own clothes, but
also the clothes for their children. Additionally, this skill came in handy when clothing needed
mending. Because patterns require certain types of materials, an understanding of textile was
useful. This traditional area of Home Economics is still relevant today as family and consumer
science majors enter and thrive in fashion design and merchandising fields.

❖ Budgeting and Economics

In addition to cooking, child rearing, home planning and sewing, Home Economics
students learned how to budget. Because women did all or most of the family shopping, they
were expected to understand how to spend wisely and make the most judicious use of available
funds. Today, this traditional element of home economics is still relevant in family and consumer
science programs as students learn to proper budgeting, balance and invest income.

❖ Health and Hygiene

In addition to caring for the home, students who studied Home Economics learned how to
properly care for sick family members. This included sanitation, keeping the sick family member
fed and quarantined, and at-home treatments for common illnesses. Today, some family and
consumer science programs offer this information to students.

Areas of Home Economics in the K-12 Curriculum

In the Technical-Vocational track of the K-12 curriculum, Home Economics has the following areas of
specialization:

1. Housekeeping
2. Caregiving
3. Beauty Care
4. Cookery
5. Bread and Pastry
6. Dressmaking
7. Handicraft

PANGASINAN STATE UNIVERSITY 6

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in TLE 5 HOME ECONOMICS AND LITERACY Module No.1

LEARNING ACTIVITY 1.1

Direction: Prepare a timeline for the History of Home Economics by presenting the different events
happened in a chronological order (chronological timeline). Consider the following elements:

• Year
• Event
• Persons Involved
• Places where event happened

REFERENCES

• Beeton , I. (2003) Household management. University of Adelaide Library

• Pinnock , Michelle (2015) National Education Inspectorate (NEI) News Feed.
• Trinny and Sussanah, (2010) The Body Shape, Weidenfeld and Nicolson.

PANGASINAN STATE UNIVERSITY 7