Key periods in educational history
Primitive Societies
 Survival against natural forces was the need
 People were taught with survival skills and the
values to create group cohesiveness
Primitive culture, in the lexicon of early anthropologists,
any of numerous societies characterized by features
that may include lack of a written language, relative
isolation, small population, relatively simple institutions
and technology and a generally slow rate of socio
cultural change.
Education is designs to guide them in learning a
culture, moulding their behaviour in the ways of
adulthood, and directing them toward their eventual
role in society. In the most primitive cultures, there is
often little of what one would ordinarily call school or
classes of teachers.
Athenian (Ancient Greece)
 Important in education-rounded development of
every individual
Spartan
 Development of Soldiers and military leaders
The daily life an Athenian during the 5th and 4th
century B.C is different from our daily life.
 Life of an Athenian was made up of trading
goods, buying-selling food and other products.
People who lived outside the city lived of fishing
and hunting. The also worked on the fields.
 Spartan men devoted their lives to military
service, and lived communally well into
adulthood. A Spartan was taught that loyalty to
the state came before everything else, including
one’s family. Spartans, who were outnumbered
by the Helots, often treated them brutally and
oppressively in an effort to prevent uprisings.
 The goal of education in Sparta, an
authoritarian, military city state, was to produce
soldier citizens, Spartans believed in a life of
discipline, self-denial and simplicity.
 On the other hand, the goal of education in
Athens, a democratic city state, was to produce
 citizens trained in the arts of both peace and
war.
Early Romans-Schools needed
 To develop a sense of civic responsibility
 To develop administrative and military skills as
citizens of Roman Empire
Ancient Roman culture grew through the almost 1200
years of Rome’s civilization. Their way of life was a mix
of many cultures, influences, and religions.
Starting in the 2nd century B.C, Greek influence became
very important.
Architecture, painting, scripture, laws and literature
grew to a high level.
 The goal of education in ancient Rome was to
be an effective speaker. At the age 12 or 13, the
boys of the upper classes attended “grammar
“school, where they studied
Latin,Greek,grammar and literature. At age 16,
some boys went on to study public speaking at
the rhetoric school, to prepare for a life as an
orator.
Daily life in Rome
Daily life in Ancient Rome often began with a light
breakfast. Bread and Water (or wine) would be served
at home, or a wheat pancake could have been
purchased on the way to work or school. Sometimes
meat, fish fruit, and other items may have been served,
but not each day.
Ancient Arabic
 Ancient Arabic world where Islam raised the
most important concern was to cultivate religious
commitment to Islamic beliefs.
 Under their influence Arabic education centred
on the teaching of the Koran, Hadith and Muslim
jurisprudence.
 He felt that the subject matter of the curriculum
should also include the basics of Arabic
Language and linguistics, calligraphy, poetry,
arithmetic and the history of Ancient Arabs.
Medieval Period
 Schools were concerned with the development  Education was focused on the rediscovery of
of religious commitment, knowledge and ritual to classical philosophy literature and art.
establish order.
Reformation period
 Medieval education was often conducted by the
church.  For its educational goals the cultivation of a
 Very few girls, if any, were educated at proper sense of commitment to a particular religious
institutions, most girls were taught basic reading denomination and general literacy.
and writing at their own homes.
 The students were taught seven liberal arts;
Latin, grammar, rhetoric, logic astronomy,
philosophy and mathematics.
 Middle ages are called this because it is the time
between the fall of imperial rome and the
beginning of the early modern Europe.
 The fall of the Roman Empire, and the invasions
of barbarian tribes, devastated European towns
and cities and their inhabitants.

Renaissance Period

 Fervent period of European cultural, artistic,

political and economic “rebirth” following the
middle ages.
The history of the Educational System individuals into tribes Aim of Education:

 Education is a function of society and as such For survival, conformity and enculturation
what are taught in schools arises from the
1) The type of education is informal and
nature and character of society itself.
unstructured
 What society considers important is what school
2) The home serves as their school
teach.
3) The parents serve as their teachers
Education during the Colonial Period 4) Girls do domestic chores
5) Boys will look for food and livelihood
 Education was informal and unstructured,
decentralized. The focus is more of the customs and traditions
 Fathers taught their sons how to look for food
Characteristics:
 Mothers taught their daughters to do the
household chores. 1) Not formal
2) Community-based
Pre-Spanish Period
3) No educational system
Goal and aims Goal of Education: integration of the
Method of Education:
 1) “Tell Me” or “Show Me” or demonstration consonants and 3 vowels
method 3) Oral immersion
2) Alibata (Baybayin) which is composed of 14

Spanish Education 1. Education was formal and under the auspices of the
Roman Catholic Church
Goals
2. There should be at least one primary school for boys
 It is to spread Christianity
and girls in each town under the responsibility of the
 The focus is more of the religion
municipal government
Characteristics:
3. Primary instruction was free
Education is:
Education: Educational Decree of 1863
o Not prescribed;
o regulation of private schools
o Flexible; and
o establishment of public schools
o Non-centralized
o founding of normal school UST
General Characteristics:
 Pontifical University by Pope Leo XIII on September
a. No grade level; 17, 1902

b. church based ; and  The Catholic University of the Philippines in 1947

c. no educational system Roles:

Nature of Education: 1. The friars controlled the educational system

2. The missionaries took charge in teaching, controlling
and maintaining the rules and regulations

3. Parochial schools were led by Dominicans and

Jesuits

4. Establishment of normal school for male teachers

under the supervision of the Jesuits

Method: What do they teach?

1. Teaching of Catholic religion- Christian doctrines

2. Latin and Spanish- Promotion of the Spanish

language and imposition of Spanish culture

Method of teaching:

o catechetical instruction,
o use of corporal punishment
o rote memorization