Unit 1: Historical Foundations of Education

Domains of Education: qualifications and teaching- learning

Cognitive Domain- development of mind requirements."
Affective Domain- development of
habits/heart Lesson 1: Education
Psychomotor Domain-development of during the Ancient
skills Period
 PRIMITIVE EDUCATION
Education
-EDUCATION FOR CONFORMITY
-“educare” or “educere” (Latin) – means
lead forth -SUPERSTITIOUS BELIEFS
- It is defined as the process of acquiring -ORGANIZATIONS TRIBAL RATHER THAN
knowledge, habits, attitudes, interest, POLITICAL
skills and abilities and other intangible
human qualities through training, Aims of Education:
instruction and self-activity, and 1. Security and survival
transmitting these vital elements of  Natural phenomena
human civilization to posterity.  Fierce, wild and poisonous animals
 Evil spirits
3 types of Learning:  Hunger
 Other tribes
Informal Learning
-is learning that occurs in daily life, in the 2. Conformity
family, in the workplace, in communities  Social approval for the interest of
and through interests and activities of the group
individuals."
Non-Formal Learning 3. Preservation and transmission of
-is learning that has been acquired in traditions
addition or alternatively to formal  Best practices
learning. In some cases, it is also
structured according to educational and Types of Education:
training arrangements, but more flexible.
-Vocational
It usually takes place in community-
based settings, the workplace and  includes learning the skills in
through the activities of civil society procuring basic necessities
organizations."
Formal Learning -Religious (animistic)
-takes place in education and training  includes learning how to
institutions, is recognized by relevant participate in ritualistic practices to
national authorities and leads to diplomas please or to appease the unseen
and qualifications. Formal learning is spirits roaming around.
structured according to educational
arrangements such as curricula,
Agencies of Education: -Cultural development
Home -Civil Service
-The center of activity Indian Education
Environment -Intellectual
-Informal education -Religious
-Cultural
Methods of Instruction: Egyptian Education
-All instruction was done informally.  Religious education
 Trial and error  Vocational-professional education
-Observation and imitation  Military education
 Tell me and show me  Education for public administration
-Simple telling and demonstration  Priesthood education
-Enculturation  Home arts education
-Indoctrination  Writing, reading and language
-Participation education

Outstanding Contribution to Agencies of Education:

Education Chinese Education
-The primitive man started the rudiments  Private schools
of education from which evolved the  House of teacher or rich pupil,
modern educational system of today.  a deserted pagoda,
 any place
Indian Education
 ORIENTAL EDUCATION
 The home
-Education for the Preservation of Social
 Outdoors
Stability
 Monasteries were later organized
-Social Hoarder
for higher schooling
Egyptian Education
 Chinese
 Home
 Indians
 School
 Egyptian
 Temple schools
 Apprentice schools
Aims of Education:
-To impress traditional ideas and customs
Methods of Instruction:
in order to maintain and perpetuate the
-Imitation, Memorization
long established social order.
Chinese Education
-Ideological and ethical (moral) learning
Chinese Education:
CONFUCIANISM
 The Confucian method
 Fundamental relationship/Doctrine
 Direct and exact imitation
of submission
 Memorization
 Cardinal Virtues: benevolence or
universal charity, justice,
conformity, to established usage, Indian Education:
prudence or rectitude of heart and  Imitation
mind, fidelity or pure sincerity.  Memorization
Egyptian Education:
 Apprenticeship Types of Education:
 Dictation, memorization, copying, Spartans:
imitation, repetition
 Physical education
 Observation and participation
 Military education
 Moral training
Outstanding Contribution to Education
 Very little intellectual training
Chinese Education:  Music education
 Administration of civil service  Gymnastic education
examination; has been adopted by
 Vocational education
almost all countries of the world
today
Athenians:
 Private schools
Indian Education:  Home
 Decimal system of arithmetical
 State
notation, particularly the use of the
symbol “0” Methods of Instruction:
Spartans: Competition and rivalry
 Training
Egyptian Education:
 Participation
 Geometrical measurement and
 Testing
surveying
 Discipline
 Motivation
 GREEK EDUCATION
-Education for the Development of Athenians: Principle and individuality
Individuality  Imitation
 Participation
 Discipline
Aims of Education:  Human relations
-To promote individual success and
welfare through the harmonious Outstanding Contribution to Education
development of the various aspects of Spartans:
human personality  Military education in our schools
and the development of patriotism
Spartans: To develop a good soldier in and discipline
each citizen
Athenians:
 Military
 Free development of all human
 Discipline
capacities and the Olympic
Athenians: To perfect man (body and Games
mind) for individual excellence needed
for public usefulness
 Good citizenship
 ROMAN EDUCATION
– Education for Utilitarianism
 Individual excellence
 Many-sided development
Aims of Education: Lesson 2: Medieval
-To educate the Roman youth for realizing Education
national ideals.
-The fall of Rome in 476 A.D. is considered
 Utilitarian
as the end of ancient times and the start
 Moral
of medieval history.
 Military
 Civic and political The factors that determined the trend of
 Religious events during the medieval times:
 Continuing decay of the social and
Types of Education: moral conditions in the Roman
 Physical and military training Empire
 Civic training  Continuing invasions by the
 Moral training Teutonic tribes that weakened the
 Religious training Roman Empire and caused its final
 Vocational training fall.
 Strong front presented by the highly
Agencies of Education: organized
 Home  Christian Church against
 Shop and farm barbarians
 Military camp
 Forum
 Private schools  MONASTICISM
-“monos” – Greek word which
Methods of Instruction: means “alone”
 Elementary: Memorization, -Christians who were persecuted;
Imitation fled to the deserts so they could
 Secondary: Literary exercises, live alone.
intensive drill on speech, grammar -They believed that salvation could
 Direct imitation be attained by renouncing worldly
 Memorization pleasures and so they lived as
 Discipline ascetic life.
- was established during war of
Outstanding Contribution to Education Christian vs. Rome
and Civilization
-Methods of organization, management Aim of Education:
and administration -Spiritual
 Had constructed a carefully  Salvation of individual
organized education ladder which souls
probably became the forerunner -Moral
for many ladderized educational To attain the ideals:
systems of today.  Chastity
-Roman organized body of civil law  Poverty
which became the basis of the legal  Obedience
systems in many countries including the -Spiritual knowledge
Philippines.  Meditation
 Contemplation
 Inspiration
 Asceticism
  Religious Relationships
Types of Education:
 Moral and religious training
 Literary education
 Manual training
 Manuscripts
Agencies of Education
 Monastic schools
Methods of Instruction:
 Catechetical method
 Dictation
 Memorization
 Language
 Discipline
 Meditation and contemplation-
considered as deepest spiritual
through divine.
Outstanding Contribution to Education
-We owe much to the Christian
monasteries for preserving and spreading
learning and culture.
-The monasteries were the schools, the
libraries, the publishing houses, the
literary centers, the hospitals and the
workshops of medieval times.
 SCHOLASTICISM
-“scholasticus” – Latin word which means
“that belongs to the school”
-Anselm, Archbishop of Canterbury, was
called the Father of Scholasticism.
-Scholasticism was a general designation
for particular methods and tendencies to
rationalize the doctrines of the Christian
church.
-Syllogism not all valid
-Organization of the university and the
emphasis on intellectual training
-SUC (STATES, UNIVERSITIES, COLLEGES)
Aims of Education:
 Reasoned faith
 Intellectual discipline
Types of Education:
 Religious education
 Intellectual education
Agencies of Education
-Parish schools
-Monastic and cathedral schools
-Palace school
-University
 “universitas” meant charter
company or association and
 so the complete organization was
known as Universitas
 Magistrorum et Scholarium
 “Studium Generale” – student body
 “Facultas” – group of masters
teaching the same subjects
Methods of Instruction:
1. Lecture, repetition, disputation, and
examination
2. The scholastic method or system
 Stating a proposition, thesis or
question
 Setting down objections to the
proposition
 Proving one side
 Answering or disputing objections
in order
3. The Aristotelian logic – syllogism
 Major premise – All men are mortal.
 Minor premise – Socrates is a man.
 Conclusion – Therefore, Socrates is
mortal.
Outstanding Contribution to Education:
-The organization of the university and the
emphasis on intellectual training
  CHIVALRIC EDUCATION
“chivalerie” – French word which means
“horse soldiery”/ horse education
Code of behavior and ethics that knights
are expected to follow:
 Chivalric education was essentially
class education for entrance into
aristocracy. This social discipline
taught the young noble to manage
his estate and to acquire the class
consciousness of superiority over
lower class.
 Feudalism refers to the system of
political and economic relationship
during the
Middle Age.
Aims of Education:
 Morality
 Responsibility
 Horsemanship
 Gallantry
 Religiosity
 Social graces
Types of Education:
 Reading, writing and little literary
training in vernacular
 Social training
 Military training
 Religious and moral training
 Physical training
Agencies of Education
 The home
 The court
 The castle, the tournament fields,
and the fields of battle (for the
boys)
 Troubadours, minnesingers, and
minstrels.
Methods of Instruction:
 Observation, imitation and practice
 Apprenticeship
 Motivation and discipline
Outstanding Contribution to Education:
-The use of vernacular as a tool of
teaching and the emphasis placed on
the learning of social graces, rules of
etiquette, or good manners and right
conduct.
 GUILD SYSTEM OF
EDUCATION
-A guild is an association of craftspeople
in a particular trade.
-Guilds started as small associations of
skilled artisans, experienced and
confirmed experts in their field of
handicraft.
-The merchant guild was composed of
buy and sell merchants and artisan
merchants; the craft guild was composed
of skilled workers, manufacturers and
artisans who banded -together according
to their craft.
-They provided economic and social
support for the transition from feudalism to
capitalism.
Aims of Education:
-Preparation for commercial and
industrial life
-Vocational preparation
Types of Education:
 Vocational education
 Reading and writing and arithmetic
education
 Religious education
Agencies of Education:
-The Burgher school
 new type of school which arose
from the situation was for the
children of bourgeoisie or middle
class
-The Chantry school
 for the children of the wealthy
merchants
-The Guild School
 for the children of the craftsmen
Methods of Instruction:
-Observation, imitation and practice
-Dictation, memorization, catechetical
method
-Discipline
Outstanding Contribution to Education:
-They have legislated vocational
programs into their school curricula and
provided measures for their effective
implementation.
-Apprenticeship is a very good device for
manpower development
Lesson 3: Modern
Education (1946-Present)
 REFORMATION
-Reformation, also called Protestant
Reformation, the religious revolution that
took place in the Western church in the
16th century. Its greatest leaders
undoubtedly were Martin Luther and John
Calvin. Having far-reaching political,
economic, and social effects, the
Reformation became the basis for the
founding of Protestantism, one of the
three major branches of Christianity.
- Most important and revolve in religion
Why religious flavors?
1. Religious influence/instinct
2. Religious moralism as an educational
system
3. Men have different ways/differences
Causes of Protestant Reformation
 Political Power
 Economic-donation
 Doctrinal-belief through salvations
in big donations
 Institutional Cause- abuse of
powers by church leaders.
Intellegence and well- being=
Reformers
Nepotism
-was practiced and given to favorites
John Petzel
-Dominican Monk
-raise money to build St Peters Cathedral
in Rome
Martin Luther
-University Of Gutenburg; Member of
Catholic Lergy; First Educational Reformer;
Advocate the compulsory education.
Aims of Education:
 Religious and moral
 Physical and mental
 Elegant expression and rational
industry
 Good manners, social virtue and
public service
 Good citizenship
Types of Education:
 Religious, moral and character
education
 Literacy education
 Work or vocational education
 Music and physical education
 Professional education
 Universal education
Agencies of Education
 The home
 Civil authorities
 The church
 The vernacular primary school
 The classical secondary school
-First Graded system
-saxony plan- Melanchthon
(greatest scholar in Germany)
  The university
-for training professors and future
leaders
-Scholasticism-Universitas
Methods of Instruction:
 Ciceronianism
-Cicero (greatest Urator)
 Memorization
-Bible Memorizing
 Rules of grammar
 Pleasant classroom work
-Nice classroom---Nice Learning
 Excessive formalism
-Harsh Discipline
 Religious indoctrination
-children taught what to think
 Humanistic elements
Outstanding Contribution to Education:
-The development of the state school
system (Saxony plan)
-The class-a-year plan which became
the model of a graded school
organization
-The vernacular elementary school, the
classical secondary school, and the
university organized by Protestant
reformers became models of educational
institutions in Europe and in the United
States, including in the Philippines
because America implanted her system
of education in the Philippines.
 COUNTER REFORMATION
-The Counter-Reformation was a Catholic
revival that rejected the Protestant view
but promoted institutional reform of the
central Catholic church. It was a return to
the basic tenets of the early Roman
Catholic faith.
-Group that counter attacks against
reformers
Famous teaching orders:
 Society of Jesus/Jesuits – Ignatius of
Loyola
 Brethren of Christian Schools – Jean
Baptiste de La Salle
 Jansenists – Bishop Cornelius
Jansen
 Order of Ursulines
 Sisters of Notre Dame
 Sisters of St. Joseph
Aims of Education:
 Religious Moralism
 Complete obedience to church
 Leadership training (Jesuits)
 Education of the poor (Christian
Brothers)
 Spiritual salvation (Jansenists)
 Professional
Dominant-Religious Moralism
Types of Education:
 Religious and moral education
 Professional education
 Teacher training
(Teaching is not profession during
this time)
 Vocational and domestic training
 Physical education
 Ministry education
Agencies of Education
 Elementary schools
 Secondary schools
 Higher schools (universities)
 For Christian brothers: Industrial
schools, commercial schools,
reform schools, secondary schools
and colleges
 Teacher training schools
Methods of Instruction:
For Jesuits:
 General method
-mastery
  Prelection
-lower level (q&a); higher level
(lecture)
 Repetition
-review for the past lesson
 Competition for motivation
-honor society
 Discipline
- Very firm; Corporal
punishment(used in extreme
cases)
For Christian Brothers
 Grading pupils
 Recitation
For the Jansenists or Port Royalists
 Phonetic method
- teaching a child letter sound
before the name of letters and it is very
effective
 Memorizing with understanding
 Motivation
 Discipline
*During counting reformation, corporal
punishment was admitted by a corrector
and utilize only in extreme cases.
Outstanding Contribution to Education:
 La Salle’s conception of the role of
the teacher as a basis of a real
profession, normal schools, free
compulsory education, the use of
vernacular in the lower grades,
humanizing discipline, broad
curriculum, group method of
teaching, silence in the classroom,
and self-criticism ins school
administration
 The Jesuits’ well-knit hierarchical
structural organization of a school
system.
 The Jesuits’ better type of
professional training especially in
teacher education.
 The Christian Brothers’ grouping of
pupils according to ability and the
use of phonetic method of
teaching reading.
 FORMAL DISCIPLINE
-Formal discipline or disciplinism is the
theory that the mind has a number of
distinct and general powers or faculties,
such as observation, memory and will
power which should be strengthened by
exercise.
-John Locke was the foremost champion
of formal discipline.
 He believed that the process of
acquiring knowledge is more
important than the knowledge
acquired.
Tabula Rasa
-mind of the child is a blank state/tablet
Aims of Education:
-Formation of character
 Development of the whole man
 Hollistic
-Good habit formation
 Habituate pupils to think and act in
effective and desirable ways
Types of Education:
Locke divided education into three types:
-Physical education
 Vigor of the body
-Moral education
 Development of wise conduct,
good breeding and the control of
desires by reason
-Intellectual education
 Development of mental power to
acquire knowledge, not to increase
knowledge
 by itself
Agencies of Education
The religiously motivated elementary
schools
•The humanistic secondary schools
•The humanistic college or university
•The tutor - advocated by Locke but was
not much used
Methods of Instruction:
1. All methods were based on the laws of
habit formation; desirable habits of
thinking and acting.
2. Drill and exercise
3. Locke's three steps in learning:
•Sense learning
-basis of all learning and what are sensed
should be retained
•Memorization
-sense impressions must be retained by
memory because they are the basis of
reasoning
•Reasoning
-fruitful result of the first two stages
4. Discipline
-corporal punishment was used
extensively
Outstanding Contribution to Education:
-Formal discipline as an educational
process
-Certain subjects like mathematics
especially geometry, were offered
because of their value in formal discipline
 RATIONALISM
-Rationalism is the philosophical doctrine,
which advocated that reason can be a
source of knowledge and that truth can
best be established by a process of
deduction from a priori principle
independent of experience
- man by his own reason and improve
himself and his instinct to bring general
welfare
-concerns only for the upper classes
Aims of Education:
-Intellectual freedom
 Free the individual intellect from all
repression
-Living a life guided by reason
 Enable the individual to control all
aspects of his life guided by reason
avoiding the display of
uncontrolled passion, vulgar
feelings
-Aristocracy of intelligence
 Create an aristocracy of
intelligence and talent
Types of Education:
-Aristocratic
 education only for the upper class
-Intellectual training
 physical aesthetic, and vocational
were neglected
-Social education
 manners., language and taste were
developed to the highest degree
Agencies of Education
 Secondary and higher schools
 Encyclopedia
 Fashionable salons
Methods of Instruction:
-Sense-based
 The rationalists believed that
mental processes were the
impressions made by objects upon
the mind through the senses. So,
they taught by the inductive
method.
-Application of reason
 The rationalists always applied the
test of reason to every phase of
activity or of life and rejected those
that did not meet the test, so they
neglected the emotional side of
life, faith and institutions. The
 considered reason as the sole Agencies of Education
means of enlightenment.  The home (family)
 The tutor
Outstanding Contribution to Education:  Tutorship was best suited to the
-Training of creative thinking and education plan of Rousseau
reasoning (logic) and the use of inductive  Public authorities
method in making generalizations.
Methods of Instruction:
 NATURALISM -Child-centered
 According to Rousseau, the child
-Naturalism was an educational
movement in Europe during the must be taught according to his
nature:
18th century in which the child was to be
 Need
educated in accordance with the natural
 Activity
laws of human development, free from all
 Experience
that was artificial.
 Knowledge
-Natural
-Discipline
-It is the most influential educational
 Discipline should not be imposed
movement of the 18th century.
upon the child but it is the result of
Jean Jacques Rousseau his own action that should
–outstanding champion of naturalism discipline him.
Emile
–one of the greatest and most influential Outstanding Contribution to Education:
educational classics.
-Education must be the three modern
principles of teaching:
Aims of Education:  Principle of growth
-Preservation of natural goodness and  Principle of pupil activity
virtue.  Principle of individualization
 “Man is by nature good and -Plus the order of nature which the child
virtuous” must be educated:
-Preservation of individual freedom  Need, activity, experience,
 “To be free was a right” knowledge
-Creation of new society
“A society in which the individual could
attain his fullest fulfillment as a natural
man”
Types of Education:
 General education
 Democratic and universal
education
 Moral education
 Intellectual education
 Religious education
 Physical education
 Industrialization