Ancient

Period
 A. PRIMITIVE EDUCATION
AIMS:
Survival and Security
CURRICULUM: practical skills and theoretical
knowledge
Conformity
CURRICULUM: (culture) - songs, poems, dances,
stories, traditional rituals, religious practices
METHOD:
Informal, Vocational
Demonstration/ Direct Instruction
“show me/ tell me”
STUDENTS: children

AGENTS: elders - parents, tribal leaders, religious

leaders

INFLUENCE ON EDUCATION:
Transmission of skills
Culture was passed on and preserved
ORIENTAL EDUCATION

•Preservation of social
stability
•Impress traditional ideas
to younger generation
1. PERSIA
AIM: MILITARY TRADITIONS
focused on molding boys into just,
honest and righteous soldiers
CURRICULUM: 3Rs,
weaponry and warfare, imperial laws,
virtues learned through combat

METHOD: memorization, values indoctrination,

military training, gymnastics

STUDENTS: boys - common and nobility (ages 5 -17)

AGENTS: Home tutors (magi), court/state schools, special

military school

INFLUENCE ON EDUCATION: values formation and

integration
2. EGYPT
AIM: Religious traditions
METHOD: specialized education (royals/elite)
training of priests, scribes, doctors and
other technical careers

METHOD: Home education (common/poor)

learn father’s trade, vocational skills
CURRICULUM: 3Rs, Religious instruction
History, Music, Science, Laws

STUDENTS: boys (8 years old and up)

AGENTS: temple priests and scribes,

prince school for the sons of the Pharaoh and
other nobilities
INFLUENCE ON EDUCATION:
restriction of educational control to priest elites
Developments in the written forms
(hieroglyphs and papyrus)
Invention of first calendar
Innovations in agriculture, architecture and
astronomy
3. CHINA
AIM: Ancestral traditions
(based on Confucian beliefs of
filial piety)
CURRICULUM: Confucian Doctrines, Classical Writings
and Arts, 3Rs

METHOD: memorization, recitation and translation of

texts
STUDENTS: boys of upper classes

AGENTS: village masters, temples government

officials
INFLUENCE ON EDUCATION:
written examination for civil service
Development of hierarchical education
High regard for familial and social values
Importance of observing rituals
4. INDIA
AIM: Moral disciplines
belief in karma and reincarnation
INDIAN EDUCATION
CURRICULUM:
Upper Knowledge - The Vedas and other
religious texts
Lower Knowledge - 3RS, training relevant to
caste

STUDENTS: boys of the castes

METHOD: memorization (“oral” method) self-learning

(“thinking” method )
AGENTS: Brahmin priests and scholars,
Spiritual Gurus (Gurukul System)

INFLUENCE ON EDUCATION:
material and spiritual detachment
moral development
self-realization and transformation
rimitive Education
riental Education
reek Education
oman Education
arly Christian Education
ersian Education
gyptian Education
hinese Education
ndian Education
 GREEK EDUCATION
AIM: Education of the individual

1. Athenian
2. Spartan
ATHENIAN EDUCATION
AIM : Liberal Education
: Appreciation of beauty and wisdom

STUDENTS: boys (6 – 20)

(young women accepted in academy
schools)

METHOD: memorization and recitation

learning under masters, tutors and
philosophers
CURRICULUM:
Basic: (7-14) 3Rs, Music and poetry,
Gymnastics
Vocational: (14 to 16) trade for sons of common
citizens
Higher Education: ( rich/nobles ages 14 -20)
philosophy, rhetoric, arts
Army/Navy training for able-bodied men (ages
18 – 20)

AGENTS : private teachers, philosophers

INFLUENCE ON EDUCATION:
- all human capabilities should be developed
freely
- well-rounded curriculum
- individual excellence and personality
development

Socrates – Socratic method (dialog, Q&A)

Plato – idealism, The Republic (ideal state and
government), The Academy (school for both male
and female)
Aristotle – realism, The Lyceum, formal logic,
scientific approach
 SPARTAN EDUCATION
AIM: military discipline and physical training
: courage and strength of a soldier

STUDENTS: males ages 6 or 7 to 30

AGENTS: military teachers

METHODS: training, participation, harsh discipline and

motivation
CURRICULUM: military tactics and weaponry
Military discipline
gymnastics and wrestling (for fitness)
music (playing the lyre)
Vocational, 3Rs (but not prioritized)

INFLUENCE ON EDUCATION:
military education, physical education
patriotism, discipline,
Training and education of women
ROMAN EDUCATION
AIM : Military Training and Civic Duty for the good
of the Empire

STUDENTS: boys (6 – 20)

AGENTS : private schools and teachers

: military officers, senate, orators

METHOD: memorization and recitation

lecture-discussion
declamation and oration
CURRICULUM:
Basic: (7-12) 3Rs with emphasis on pronunciation
Secondary Education: ( 12 – 16) Languages,
Poetry and Music, History, Oratory and Philosophy
Higher Education: (16 -20) Career based on
talents
Military Politics, Law, Oration
Agriculture Trades

INFLUENCE ON EDUCATION:
- Utilitarianism
- relate education to civic responsibility and
good citizenship
- teaching of practical administrative skills
EARLY CHRISTIAN
EDUCATION
HEBREW Education
AIM: moral holiness, religion,
preparation for destiny

STUDENTS: compulsory elem.

Education for male ages 6-15
Higher Education for lay prophets,
rabbis, scribes
METHODS: memorization, AV aids, worship

CURRICULUM: history, religion, foreign

languages

AGENTS: home, public school, temple, scribe

college

INFLUENCE ON EDUCATION: 10
commandments of the Bible, monotheism
Teachings of Jesus Christ

METHODS: Lectures, Discussions,

Use of parables, informal settings

INFLUENCE: Development of
Humanitarianism
“Love God and Love thy neighbors”
Golden Rule of Christianity
Medieval
Period
MONASTICISM
AIM: Spiritual and moral
perfection, religious discipline
MONASTICISM

INFLUENCE: opposed
corruption/vices;
Supported industrial skills, dignity
of manual labor
SCHOLASTICISM
AIM: intellectual discipline, faith with reason

INFLUENCE: origin of university, advancement in

logic and intellectual thinking
CHIVALRY
AIMS:, gallantry, social grace, good manners, religiosity

STUDENTS: boys of noble birth (knighthood)

birth – age 7 (mother),
7-14 (page at a castle or noble home),
14-21 (squire of a knight)
21 (inducted as a knight)
: girls of noble birth (court training)
CHIVALRY

INFLUENCE: learning of social

grace, etiquette, good manners
GUILD SYSTEM
AIMS: vocational preparation (industrial life)

STUDENTS: boys of middle class

apprentice – journeyman – master craftsman

GUILD SYSTEM

INFLUENCE: vocational training,

apprenticeship
Modern
Period
RENAISSANCE PERIOD
AIM: Cultivate humanism and
Greek & Latin classics
(REVIVAL OF THE CLASSICS
movement)
REFORMATION
AIMS: religious moralism, general literacy
Martin Luther
John Calvin

CURRICULUM: 3Rs, catechism, religious

concepts
REFORMATION
AGENTS: vernacular elementary school for
general public, classical schools

STUDENTS: boys, girls ages 7-12 in

elementary schools,
young elite men in classical schools
 REFORMATION
INFLUENCE: commitment to universal
education to provide literacy;
origins of vernacular school
systems,
dual track school systems (formal
academic+ practical skills)
Survival and conformity
Informal
Teachers were the parents ,
tribal leaders, elders
Propagation of
Christianity
Missionary educators
ugustinians
ranciscans
esuits
ominicans
ecollects
Vernacular and Spanish
Royal Decree of 1863
Primary School for every
town
 Democracy
 Education Act of 1901
Free Public Education
Thomasites
First normal school was established
English as medium of instruction
Nationalism
Education Act of 1940,
(CA 586)
EO 134 in 1936 – Tagalog as basis of nat’l
language
EO 263 in 1940 – teaching of nat’l language in
senior high and all years in normal schools
CA 117 – placed all public school teachers under
civil service rules
Love for labor
Health and physical education
Vocational/ Technical/Agricultural
Termination of English
1942 – Military Order No. 2
Commission On Education, Health,
and Public Welfare
Full realization of democracy
Education Act of 1953 (RA
896)
RA 1265 – Daily Flag Raising
RA 1425 – study of Rizal
National development
Adapt to the needs of the
changing times
Education Act of 1982 (BP 232)
Bilingual Education Policy
Mastery of the Basics
NEAT, NSAT, NCEE
PD 1006
1987 Philippine Constitution
Highest budget for education
MECS to DECS (EO 117)
Congressional Commission
on Education (EDCOM)
Creation of TESDA (RA 7796)
Creation of CHED (RA 7722)
Presidential Commission
on Educational Reform
(EO 46)
DECS to DepEd (RA
9155)
and Bridge
Program for March 2004
Elementary graduates
Kindergarten Education Act
(RA 10157)
Enhanced Basic Education Act
(K-12 act or RA 10533)
CPD Law (RA 10912)
Free Tertiary Education
(RA 10931 )
 PHILOSOPHY
Study of the fundamental and general nature
of truths
Set of ideals and standards
 Branches of Philosophy
Epistemology Nature of Knowledge
Logic Nature of Reasoning
Metaphysics Nature of reality and
existence

Aesthetics Nature of beauty

Axiology Nature of values
Nature of Morality
Ethics
 A. EASTERN
A1. HINDUISM
• Vedas (sacred texts)
• Reincarnation
• The Four Aims of Human Life
Dharma, Artha, Kama, Moksha
Yoga
Influence : moral education
A2. BUDDHISM
Siddharta Gautama (Buddha)
SIMPLE WAY of Life, Peaceful Life
Dukkha to Nirvana
Four Noble Truths
8-Fold Path (FASA LET C)
 Faith
 Aspiration
 Speech
 Action
 Living
 Effort
 Thought
 Concentration
Influence : peace education
A3. CONFUCIANISM
Kung Fu Tzu (Confucius)
Familial and social harmony, rituals
Cardinal Virtues (Ren, Yi, Zhi, Xin, Li)
Analects
Golden Rule
Influence : values, virtues, faith,
rituals,
A4. TAOISM (Lao Tzu)
TAO /dow/ - power
BALANCE/harmony with tao
WU WEI (LET THINGS COME
NATURALLY)
Yin – Yang
Influence : spontaneous teaching
A5. ZEN BUDDHISM
• Reflection, calmness
• Opening of third eye
• CHAN (intense meditation)
• GATHAS (prayers/hymns)
• SUTRAS (sermons of Buddha)

• Influence : reflective, meditative

teaching
• A6. ISLAM
• PROPHET MOHAMMAD
• Koran / Quran
• 5 PILLARS
SHAHADA (CONFESSIONS)
SALAT (PRAYERS)
ZAKAT (ALMS GIVING)
FASTING during RAMADAN
HAJJ (PILGIMAGE – MECCA)
Influence : arabic education
• A7. SHINTOISM

• Respect for the sacred spirits of nature

• Ancestral spirits (kami)

• Influence : Harmony of the past,

present and future
 CLASSICAL
WESTERN
PHILOSOPHY
ragmatism Use /application

ealism Reality/Senses

dealism Thoughts/Values

aturalism Nature
 MODERN
WESTERN
PHILOSOPHY
erennialism Forever, eternal
ssentialism basic
rogressivism Improve/develop
xistentialism Choice/responsibility
ocial Reconstructionism SOCIETY
CONSTRUCTIVISM
- Create knowledge based on prior
learning
Ex. Jean Piaget – Schema based
Jerome Brunner
Enactive – Iconic - Symbolic

BEHAVIORISM RATIONALISM
- Change
- Environment
- logic
Ex: PC - SO - reason
Hedonism Pleasure-seekers
Epicureanism fear and pain avoiders
Skepticism Doubtful (needs
evidence)
Distrustful (expects the
Cynicism worst)
Freedom from emotion
Stoicism Selfless
Altruism
 GOAL IS TO DEVELOP THE
STUDENTS’ RATIONAL AND
MORAL POWERS THROUGH SELF-
ANALYSIS

EXISTENTIALISM
PROVIDE INDIVIDUALS
THE SKILLS TO
INTERACT WITH THE
ENVIRONMENT

PRAGMATISM
 DEVELOP MOTIVATED AND
INDEPENDENT LEARNERS
ADEQUATELY EQUIPPED WITH
LEARNING SKILLS FOR THEM TO
BE ABLE TO CONSTRUCT
KNOWLEDGE AND MAKE
MEANING OF THEM

CONSTRUCTIVISM
 MODIFICATION AND
SHAPING OF STUDENT’S
BEHAVIOR BY PROVIDING A
FAVORABLE LEARNING
ENVIRONMENT

BEHAVIORISM
 A PHILOSOPHY WHICH AIMS FOR
LIFELONG LEARNING OF THE LEARNER
BY ADDRESSING HIS HOLISTICAL
DEVELOPMENT

HUMANISM
PHILOSOPHY MANIFESTED WHEN WE GROUP
STUDENTS ACCORDING TO THEIR NEEDS AND
INTERESTS.

PROGRESSIVISM
 AN EDUCATIONAL PHILOSOPHY WHICH
ADHERES TO THE BELIEF THAT
EDUCATION SHOULD BE IN ACCORDANCE
WITH THE NATURE OF THE CHILD.

NATURALISM
 THE EDUCATIONAL OBJECTIVE TO
INDOCTRINATE FILIPINOS TO ACCEPT THE
TEACHINGS OF THE CATHOLIC CHURCH WHICH
IS FOSTER FAITH IN GOD

IDEALISM
 PHILOSOPHY RELATED TO ACTIVITIES
PLANNED BY SCHOOL CLUBS OR
ORGANIZATIONS THAT SHOWS SCHOOL-
COMMUNITY CONNECTION GEARED TOWARDS
SOCIETY'S NEEDS.

RECONSTRUCTIONISM