TOPIC:

EDUCATION HISTORY
INTRODUCTION

The purpose of this project is to make known the history of education by mentioning part of its
beginnings that starts from its history, theories, methods, administration system and the
situation of schools from antiquity to the present. The refers to the philosophy of education that
is also very important as part of the story.

The main objective of academic education in all countries is to systematically provide the tools
that allow men and women to improve their quality of life.

The educational work is developed by an individual teacher, the family, the church or any other
social group. Formal education is usually taught in a school or institution that uses men and
women who are professionally prepared.

Education in Ecuador and throughout Latin America experienced a notable expansion from
1950-1960, with important achievements such as the reduction of adult illiteracy; the growing
incorporation of children and young people to the school system, particularly of the poor sectors
of society; the expansion of initial and higher education enrollment; greater equity in access
and retention by traditionally marginalized groups of education such as women, indigenous
groups and the population with special needs; the growing recognition of ethnic, cultural and
linguistic diversity and its corresponding expression in educational terms.

OVERALL OBJECTIVE

Identify the fundamental concepts of the history of education, characteristics and phenomena.

SPECIFIC OBJECTIVES

 Analyze the fundamental concepts of the history of education.

 Analyze the relationship between old education and current education
 Relate education with other fundamental aspects in people's lives.
THEORETICAL FRAMEWORK

"PHILOSOPHY OF EDUCATION"

1.1.-THE PHILOSOPHICAL KNOWLEDGE

The Philosophy of Education is, by its very nature and expression, a philosophical knowledge
present in multiple classrooms of our universities. Presence not always well received by
students, when their issues -which are also problems- arise far from life, and their language
little or nothing is a vehicle of communication, interest and creativity ... A situation as opposed
to the origin and the etymological signifier of the word philosophy, since the philo-sophía was
the 'love of wisdom'. And like all love, communicative, erotic, passionate, witty, beautiful and
needy. This is how Plato understood it in the Banquet (201e-205a):

2.2.-THE PHILOSOPHY OF EDUCATION

It is important to find today a shared space between the philosophical knowledge and the
educational knowledge that makes the existence of the Philosophy of Education possible. Done
this confirmed by history. The simple relationship between the content of works of History of
Philosophy and History of Education shows a large number of authors and themes common to
both fields. This shows, from the beginning, that those who dealt with Philosophy also did it in
Education: from Platon and Aristotle to Freire or Kohlberg ... It is already significant enough
that Pedagogy is considered as a science based on the work of Herbert General pedagogy
derived from the end of education. As is well known, this author bases education in practical
Philosophy and in Psychology, both of which knowledge is necessary for the educator as an
end and as a means. As Ortega (1952) already wrote "that if the teacher has to be a pedagogue,
he must be a philosophical teacher. This is the meaning of the herbal conversion of Pedagogy
into formal science. Since then, the master is obliged to strengthen his relations with Philosophy
».

Philosophy - and even less the Philosophy of Education - cannot, and should not, move away
from the world of life. The birth of philosophical concern and the origin of pedagogical interest
are practically united. It is, then, from the beginning, impossible to separate Philosophy and
Education. This seems logical, given that the complex world of education does not occur
spontaneously, as happens in any biological or natural process, but needs a philosophical vision
that provides the educational process with a certain vision of man, among the many possible.
Conceiving, therefore, education outside Philosophy is, today more than ever, an error, since it
would be disoriented knowledge, lacking in criticism of plurality, "thoughtless", "possessed"
and "desoritized". And this, for the same reason, is no longer Philosophy and Education, since
Philosophy, like education, is born of diversity, of "Eros" or desire, as Plato already described
in the Banquet. Thus, the plural philosophies best express their content, that is, the plurality of
models or paradigms inherent in philosophical knowledge and, consequently, the Philosophy
of Education. No philosopher, no school or current of thought, has dared to present his
conception of the world as the only true one, just as no educational model has managed to
impose itself on others. History is a faithful reflection of this plurality. If there has been a
paradigmatic predominance, it has always been temporary and circumstantial. "There is not a
philosophy of education, but multiple and, in addition, in unavoidable change all of them. If
unity can be spoken in such matters, it will always refer to the prolegomena or conditions to
any possible philosophy of education; for the rest, outside of such an almost tautological
occupation, we situate ourselves in the realm of manifest diversity» (Fullat, 1992)

In short, then, there is no authentic philosophy on the margin of education, nor is true education
possible away from Philosophy. Rightly, as we indicated, those who dealt with Philosophy also
did it about education. Hence, traditionally, it has not been possible to dispense with
Philosophy, understood in its multiple senses, in the various divisions or classifications
developed by the Education Sciences.

Therefore, the Philosophy of Education has to deal with the clarification of the educational
language, of epistemology, anthropology, teleology and the axiology of education. In short, it
has to respond to: what is education, what man to educate, and why educate.

Education is to know it correctly, just as educational facts are and are manifested. These involve
all the variety and problem indicated, since it is always carried out in the person, the only subject
of the educational action, and it combines scientific and philosophical components. Education
is a biological, psychological, social and philosophical whole.

The knowledge of such a complex reality demands the distinction between the different
knowledge and sciences, at least the distinction between the different knowledge and sciences,
at least the distinction between scientific and philosophical knowledge, because of man and
about education we know many things, but not we all know them in the same way, nor are they
of the same nature. An epistemology of education will indicate what is and what value each one
of the sciences of education possesses, as well as their degree of coherence. More specifically,
it must carry out a triple task: 1. Define and legitimize each of the Educational Sciences. 2.
Relate each one of them in the set of the Sciences of the Education. 3. To combine the scientific
methods and the pedagogical methods (Fullat, Education, 2000)

1.3.- THE FIRST EDUCATION SYSTEMS

Education, without a doubt, is the cornerstone that sustains the development of peoples; it is the
spark plug of the engine that drives the progress of the human race. To educate ourselves is to
appropriate the knowledge, behaviors, customs, etc., which has been accumulating the culture
of our ancestors, to become transformers of our reality and contribute to the future

The oldest known education systems had two common characteristics; They taught religion and
maintained the traditions of the people. In ancient Egypt, the schools of the temple taught not
only religion, but also the principles of writing, science, mathematics and architecture.
Similarly, in India, most education was in the hands of priests. India was the source of
Buddhism, a doctrine that was taught in its institutions to Chinese schoolchildren, and that
spread through the countries of the Far East. Education in ancient China centered on philosophy,
poetry and religion, in accordance with the teachings of Confucius, Lao-tzu and other
philosophers. The Chinese system of a civil examination, initiated in that country more than
2,000 years ago, has been maintained until the present century, because, in theory, it allows the
selection of the best students for important positions in the government.

The methods of physical training that predominated in Persia and were very praised by several
Greek writers, came to become the model of the education systems of ancient Greece, which
valued both gymnastics and mathematics and music.

1.4.- THE NINETEENTH CENTURY AND THE APPEARANCE OF NATIONAL

SCHOOLING SYSTEMS

The nineteenth century was the period in which national schooling systems were organized in
the United Kingdom, France, Germany, Italy, Spain (Moyano Law, 1858) and other European
countries. The new independent nations of Latin America, especially Argentina and Uruguay,
looked to Europe and the United States looking for models for their schools. Japan, which had
abandoned its traditional isolation and tried to westernize its institutions, took the experiences
of several European countries and the United States as a model for the establishment of the
modern school and university system.

1.5.-DIVERSITY AS A MODEL OF EDUCATIONAL ENRICHMENT

This integrative or inclusive school model already succinctly described, with clear positive
aspects for the educational and social development of the students, it would be unfair to propose
it if it did not mean improvements for all, if with it one sector of the student would be favored
and the rest harmed, either by lack of personalized and adequate school attention, or to achieve
a lower level of learning than possible depending on individual abilities. And when we say all,
we refer to families and teachers of all students. If an educational model is accepted and
assumed for the compulsory stages, it should be beneficial for the entire school population. One
of the priority objectives of current systems is to achieve an educational quality appropriate to
present and future social demands. If we are referring to compulsory education, obviously that
quality should be for everyone, that is, that the components of the quality-equity binomial are
inseparable, unless quality is reserved for socioculturally privileged groups. On the contrary,
we believe that more effort should be made to increase efforts and resources to ensure that the
best educational quality is offered to people who, for one reason or another, are disadvantaged
personally or socially. For equality of opportunity to be a fact, we must not give everyone the
same, but to everyone what they need. The starting point will be different, but there must be a
minimum level that everyone must reach and some even transcend.

1.5.- EDUCATION IN VALUES

Education is necessarily normative. Its function is not only to instruct or transmit knowledge,
but to integrate it into a culture that has different dimensions: a language, some traditions, some
beliefs, some attitudes, some forms of life.

To educate is, thus, to form character, in the most extensive and total sense of the term: to form
the character so that a process of essential socialization is fulfilled, and to train it to promote a
more civilized world, critical of the defects of the present and committed to the moral process
of social structures and attitudes.

That, to the formation of character, is what the Greeks called "ethics." Ethical values are the
values "simply human", that is what it is about, to recover the value of humanity.

However, ethical values are in crisis. Values have always named flaws, faults, something that
we lack but that we should have. According to Locke, the discomfort, the discomfort caused by
the desire for reality to change and be otherwise. If we were fully adjusted to reality, we could
not speak of justice or values as something to be conquered, if it is done because they are not
sufficiently reflected in practice.
Today, economic growth has made us believe that only what produces money is worth. We say
that economic prosperity is only a step, necessary but insufficient, to achieve greater human
fulfillment.

Being a good person today is not just being a good citizen or good politician, as the Greeks
thought. Any activity can have more or less ethical, more or less human dimensions. In
summary, we do not have a model of an ideal person, nor of a society, nor of a school, because
our world is plural and that plurality is enriching, as well as the coexistence of differences.

1.7.- PRINCIPLES OF EDUCATIONAL POLICY TO RESPOND TO ATTENTION TO

DIVERSITY

If we had to summarize the bases on which to base an educational system so that it would be
able to offer educational quality to the entire population and, at the same time, enrich itself with
the diversity it provides, it should be based on the following basic principles (Martinez
Casanova, 2000): • Application of a compulsory basic curriculum for the entire population that
guarantees an education of sufficient quality to develop a dignified life, both personally and
socially. • Curricular and organizational flexibility, so that the school can adapt teaching to the
needs of its environment and its students. • Autonomy of the teaching centers, so that they have
the capacity to develop the adopted curriculum and to opt for the appropriate organizational
model. • Adoption of specific measures to attend to the diversity of students, when the situation
requires it. • Establishment of compensation policies for inequalities in education for socially
disadvantaged students. • Coordinated work between the different administrations,
organizations and entities dedicated to these purposes. • Development of global policies that
favor equal opportunities.

CONCLUSION

It came to know aspects of utmost importance with respect to education. The origin of each of
these branches, understanding that education is present in the life of man from the beginning of
his existence. That from the most ancient and primitive man to the most structured societies are
educated, in different ways and with different ends that, at present, but still exercised a practical
education for their purposes.

Finally, we analyze the relationship that existed and exists between them, understanding in this
way is a closely linked branch, and that in order to obtain a good educational development, with
institutions and laws, both education and pedagogy of uniform way and work together. Thanks
to the preparation of this work we have come to know a little more about topics of vital
importance for all human beings.

RECOMMENDATIONS

1. Promote various actions and programs aimed at understanding democratic values

among education workers.
2. Encourage the participation of teachers in the interrelation with the school community
and society.
3. Promote the training of education workers in the civic and political aspects of the
country, and implement spaces for decision and analysis in the media, which allow the
educator to resume his role as an opinion leader.
4. Expand to secondary and upper secondary education, with texts that deepen the content
of today more and more.
Bibliography
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Fullat, O. (2000). Educacion. Barcelona: Paideia.
Velàzquez, M. E. (2016). Educacion . Mexico.
Para, B. B. V. A. (2000). Educación en valores.

Hernando, G., Belardinelli, P., & Citarella, P. (2007). Proyecto de investigación. Archivos de Ciencias
de la Educación, 1(1), 2346-8866.

Rites, D. T. (2007). Ministerio de Educación.