FACULTY OF EDUCATION SCIENCES

PROFESSIONAL EDUCATION 1
TEACHING PROFESSION

Activity Sheet 1

Historical Objectives of Methods of Content of Agencies of Educational Other information

Period Education Teaching Education Education Materials used

 To conform  All the  Practice  Home- center  Word of  Agents of Education

 To teach instructions hunting for practical mouth (the providing
ANCIENT Primitive survival were done  Fishing training education)
PERIOD Education
skills informally  Songs  Environment-  Parents
 Poems
 To teach  Simple telling good place for  Tribal leaders
 Dances
group  Children learning  Religious leaders
harmony imitate and  Primitive education
 To preserve observe Characteristics
and adults  Life was very simple
transmit  Participation-  It is the process of
tradition children culture transmission
participated called enculturation
in the work  Their means of
of their livelihood were
parents and hunting and gathering
they learned  There is no reading
and writing
 Types of Education
 Vocational
 Domestic training
 Religious
(animistic)
  SUMERIAN  SUMERIAN  Agencies of  SUMERIAN
Oriental  SUMERIAN  Imitation and  Content to be education are:  SUMERIAN  Types of education are :
Education  Training of copying what studied are : home, school ( Cuneiform script writing, mathematical,
scribes- trained the teacher reading consist of walls 8- language, vocational,
to do had written writing, little 9 ft.) , temple professional, and art
ecclesiastical and followed arithmetic, school ( more education.
work in temple by minimal astronomy, elaborate),
mostly writing. explanation astrology, apprentice
 Training of book  Preparation of medicine, schools.
keepers- to tablets- the surgery,
record their main works of architecture
multifarious the learners agriculture,
business that dealt with hydraulics,
transactions their lessons jewelry,
 Training of carpentry,
teachers ship building,
 Training the smithing, law.
learners to be
good and to do
good things
especially to
their god and to  CHINESE  CHINESE
humanity called  Sticks made of  Students are males of
 CHINESE upper class
namlulu  CHINESE  Curriculum is
woods and
 CHINESE  Memorization bamboo scrolls  Curriculum is the
the Confucian classics
 Prepare elite to and recitation  Temples joined together
Confucian  Beginning of written
govern empire
classics examinations ( civil
according to
Confucian  INDIAN service examination)
 INDIAN  Agencies of
principles.  Memorizing
 INDIAN
education are:  INDIAN INDIAN
and  Content to be
 To learn
home, outdoor (  Sanskrit (Vedas)  First who set goal in
interpreting studied are: under large education on setting
behavior and texts literature for trees), behavior not only to
rituals based on
brahmans, monasteries survive.
the vedas
astronomy,  Religion played a realm in
 Intellectual – for
history, the field of education
excellent
grammar, law  Types of education are:
intellectual
, medicine, religious education,
development
mathematics, intellectual education,
through
contemporary vocational, domestic, and
knowledge and
arithmetical military education
contemplation of
 philosophical notation
truth including the
 Cultural – to symbol “O”,
preserve the algebra,
caste system dancing,
through the use wrestling,
of precedent, archery, yoga,
history ,and linguistics,
strict observance philosophy,
of customs and theology, and
traditions the use of
horse,
elephant, and
chariot for
war.
 EGYPTIAN  EGYPTIAN
 EGYPTIAN  EGYPTIAN  EGYPTIAN  Agencies of  Hieroglyphics  EGYPTIAN
 To prepare  Memorization  Content to be education are:  They were polytheistic
priests according and copying studied are : home, temple  Agencies of education
to scribes for the texts reading schools, military are: home, temple
empire  Observation writing and schools, court schools, military
 Religious- and language, school , and schools, court school ,
inculcate proper participation religious and vocational and vocational schools
respect for the secular schools  Flogging was used to
gods and literature, penalized failure to
pharaoh artistry in learn.
 Utilitarian- the metal and  The pupils or students
father and lapidary, had to pay a certain
mother wanted mathematics, amount of school fees
to transfer their astronomy, even in the lower
skills in his engineering,, schools. Hence,
occupation and architecture, education was not
her skills in physics, universal.
keeping house. medicine,
 Preservation of embalming,
cultural patterns dentistry, law,
music,
dancing,
playing the
harp, cymbals,
drum, lyre,
guitar,
tambourine,
and clapping
 to rhythm,
sports, games,
physical
education
with
swimming,
wrestling,
archery, and
hunting and
fishing, and
training in the
use of bow,
arrow, axe,
mace and
shield
 EARLY HEBREW  EARLY HEBREW
 EARLY HEBREW  EARLY  EARLY  Agencies of  Torah ,  EARLY HEBREW
 Moral – to HEBREW HEBREW education are: home, Decalogue  Types of education
develop faithful  Compulsory-  Content to temple are: religious and civic
and obedient the boys were be studied education, domestic,
servants to God, taught in the are: history
to assure school and the of Hebrews
harmony and girls at home and God’s
glorious future  Oral – spoken relationship
for God’s chosen word was with them,
people used for lack the jewish
 Preparation for of writing law or
destiny – instruct materials Mosaic law,
each succeeding  Expositions – psalms and
generation to followed by proverbs,
perform its task questions Explanation
faithfully of festivities,
 Holiness- to music,
attain holiness reading and
before the eyes writing
of the Lord
 Observance of
religion – to
keep stylized
observance of
institutionalized
religion under
the Torah (body
of rules and
 regulations) and
the Decalogue (
the ten
commandments)

Greek  To cultivate civic  Memorization  Sparta  Sparta

responsibility and recitation  Content to  Agencies of
 Types of education are:
 Lectures be studied Education physical education,
 Discussions and are: are : Home- military education, moral
dialogs intensive center for training, very little
gymnastics intellectual training,
and
practical
music education,
paramilitary training and
gymnastics education
exercises, Environment-  At birth weak children
practice in good place were disposed of,
moral and for learning abandoned, or exposed
social habits  Educational to the elements
such as materials  At early stage children
controlling used were taught habits of
the
appetite,
 Environment silence and obedience
 At 17-18 , the boys
modesty,  Wax and undertook professional
obedience, tablets war training
and respect  At 20- 30, took oath of
and allegiance and dispersed
listening to military posts for war
 Athens maneuvers.
 Agencies of
 Content to  The girls stayed at home
be studied
education are:
but they were also
are: reading private schools
organized into packs to
by the ( 1st schools for
develop group spirit,
Alphabet boys), home ( courage and loyalty.
method, for girls) , state  Curriculum : drill,
writing, ( supervised by military, songs, and
arithmetic the state but tactics
for market not  Types of Education are:
use, Homeric compulsory), Vocational, Domestic
and other training , Religious
palestra (
poems,
where (animistic)
music, lyre,
and flute gymnastics,
playing, sports, and
gymnastics games were
 exercises, taught),  Athens
physical didascaleum (  Curriculum :Writing,
education school for reading, arithmetic,
exercises, literature), drama, poetry, music
and military  Types of education are:
gymnasium (
training civic training (desire to
subjects.
academic
serve the state), moral
secondary training (virtues of
school) Homeric heroes),
physical education ( to
develop grace and
harmony in the
body),intellectual
Education, and art
 Can be assumed that
students paid for
tuition fees

 Develop civic  Methods of

ROMANS responsibility for teaching  Content to be  Agencies of
the empire,  Direct imitation – studied are:
education are:  Educational  Types of education are:
administrative, boys imitate their ballads and materials physical and military
and military skills. songs, the law home, shop trainings, civic training,
fathers and girls used
 Utilitarian – for imitate their of the twelve and farm, moral training, religious
practical tables, military camp, Wax and training, and vocational
mothers
purposes, to  Memorization- religious forum, private tablets trainings
produce men who memorized the ceremonies 
schools
would be active laws of the 12 and usages,  Learners did not pay any
and efficient in tables, ballads, physical and fees. But when they
daily lives and religious military entered private schools
 Moral- to produce songs exercises, they had to pay.
citizen who knew  Discipline – there
domestic  At the age of 7- 10 boys
how to exercise chores, and girls entered the
was corporal
their rights , fulfill vocations ( litterator
punishment and
their duties, and even death
craft and skills  At the age of 10 – 16 boys
obligations and learned by entered secondary schools
 Recitation in
acquire virtues males.)  At 16 or older, boys
ludus
 Religious – to train entered the school of the
 Declamation in
men to have rhetor for 2 – 3 years
rhetorical schools
reverence for the  Those who hurdled the
gods. school of the rhetor went
to Athenaeum for a
professional course.
 MEDIEVAL Monasticism  Objectives of  Methods of  Content to  Agents of  Educational  Other
EDUCATION education teaching be studied useful/unique/interesting
 Spiritual – to obtain
Education (the materials
 Catechetical are information
the salvation of  The seven
providing used  There are 2 types of
method
individual souls
 Dictation – due to liberal arts education)  Word of monasticism, the eremitic (
 Moral – to attain
the ideals of the scarcity of composed  Monasteries mouth a hermit lifestyle) and the
chastity, poverty books of:  Texts cenobitic ( a communual
and obedience  Discipline – a) The Trivium lifestyle)
 Environment  Monasticism became quite
 Spiritual knowledge teachers used the composed of
– to attain the rod to punish  Grammar- popular in the middle ages
highest spiritual erring pupils language and with religion being the
knowledge and the  Language- Latin literature most important force in
purest spiritual  Dialectic – Europe.
was the only
satisfaction through logic or right  At age of 10, boys were
meditation, language for
learning reasoning admitted into the monastic
contemplation,
inspiration, and  Meditation and  Rhetoric – schools
asceticism. contemplation – law and  At the age of 18, after
they believed that composition training for 8 years, they
the deepest b) The were admitted to the
spiritual Quadrivium monastic order.
experience could composed of  Later in the middle ages ,
be gained only  Geometry many monastic schools
through divine  Arithmetic admitted boys and girls
inspiration  Music who did not intended to
 Astronomy become monks and nuns
 Greek and  Pupils paid some fees and
Roman the state shouldered some
classical expenses
culture and
literature