Subject: EDUC 202 PHILOSOPHY OF EDUCATION His five cardinal virtues are:

Professor: Dr. Esperanza P. Paglinawan  Benevolence or universal charity

Reporter: Ma. Clarisse G. Domagtoy  Justice
 Conformity to established usage
The Educational Systems of Ancient Civilizations  Prudence or rectitude of heart and mind
Continuation…  Fidelity or pure sincerity
Early Hindu and Chinese education represents truly eastern Asian education. The civilizations of
2. Cultural development
these two countries are among the earliest civilizations of the world.
To maintain their cultural patterns and usages.
ANCIENT CHINESE EDUCATION 3. Civil Service
To prepare students to take the state examinations to qualify for higher status in
CHINA life and positions in the government.

 Policy of Isolation Types of Education

 Decide to live unto self  Ideological and moral education.
 No fear for invasion Under this were studied the Confucian relationships, doctrine of submission, and the cardinal
 Great Wall of China virtues.
 Did not associate with the rest of the world  Language education
The Chinese language has very many characters each of which represents an idea. These
CHILD characters had to be mastered or memorized.
At age 6 – taught numbers  Vocational and domestic education.
At age 8 – in and out of door, table manners, required to follow elders teaching of yielding to others. Trade skills had to be acquired by men and domestic skills by women whose only roles were
At age 10 – girls cease going out, taught pleasing speech and correct grammar, taught to handle men, to serve men and bear children.
learn all women’s work.  Civic education
At age 13 – learns music, repeat odes, dance KO This type of education was for those who would like to serve in the government.
At age 20 – She is married  Military education
At 30 – takes a wife and begin to attend business proper This was for defense and aggression purposes. China at one time was a big empire due to its
neighboring territories.
Aims of Education
Content to Be Studied
1. Ideological and Ethical (moral) learning The Classics:
Education gave stress to the teachings of Confucius concerning relationships, order, duty, a morality. The Shu King, or Book of History
His five fundamental relationships were: The Shi King, or Book of Odes
The Yi King, or Book of Changes
 Between sovereign and subject; Li Ki King, or Book of Rights
 Between father and child; The Hsiao King, or Book of Filial Piety
 Between husband and wife;
 Between older brother and younger brother (brother & sister) Books to be Mastered
 Between older friend and a younger one.
The Ta Hsio (Great Learning)
The Chung Yung (Doctrine of the Mean)
The Lun Yun (Sayings of Confucius) Upanishads – Earliest Book of Hindu Philosophy 2,700 years ago
The Meng Tze (Sayings of Mencius)
India developed a rigid social system which divided the people into a hierarchy of five classes called
Agencies Involved castes. The castes are as follows:
Home House of a teacher or rich pupil
Private Schools Deserted pagoda 1. Brahmans – the top caste to which belonged the priests, teachers, and intellectual rulers.
Environment 2. Kshatriyas – the military caste to which belonged soldiers and warlords.
3. Vaisyas – the merchantile and agricultural class to which belonged the artisans, shop and
Organization of Grades storekeepers, and money handlers.
 Elementary Education 4. Sudras – the laboring class to which belonged menial workers.
 Higher Education 5. Pariahs – the lowest class to which belonged the so-called untouchables.

Methods of Instruction Aims of Education

 The Confucian method. Teaching was not confined in the classroom. Outdoor teaching was
prevalent.  Intellectual. To endeavor for excellent intellectual development through knowledge and
 Direct and exact imitation. This was especially true in writing many Chinese characters. contemplation of philosophical truth.
 Memorization. Under some teachers, the whole time was devoted to memorization.  Religious. To prepare for the future life and to seek perfection to hasten absorption into
the infinite and universal spirit.
Financing  Cultural. To preserve the caste system through the use of precedent, history, and strict
The schools were supported by the tuition fees of the pupils starting from the elementary. Hence, only observance of customs and traditions.
the rich could afford to send their children to school, especially in the pursuit of higher education. The
children who could not go to school had to work. Types of Education
 Religious education. It was concerned mainly with the development of spiritual and
Outstanding Contribution to Education emotional attitudes rather than acquisition of new knowledge.
The outstanding contribution of early China to education is the administration of civil service  Intellectual education. This was only for priests and teachers. Training centered on religious
examinations. This has been adopted by almost all countries of the world today. and philosophical study.
 Vocational education. This was for artisans, agriculturists or farmers, and the laborers.
 Domestic education. This was for women whose roles were only to serve their husbands and
EARLY HINDU EDUCATION to bear children.
 Military education. This training was for the military caste.
 People worshiped a Mother Goddess and a male Deity
 Forerunner of Shiva Content to Be Studied
 Tribes speaking Aryan language  Literature for the Brahams
 Astronomy, history, grammar, law, medicine, and mathematics
Important Gods:  Dancing associated with religion
 Vedic Deitis Indra  Sports such as wrestling and archery
 Mitra Varuga  Linguistics, philosophy, and theology
 Adityas Rudra  Military training
 Prajapati
Agencies of Education
 The home. The child was taught at home, usually by the mother till the age of 5. Greek education focused heavily on training the entire person, which included education of the mind,
 Outdoors. The classes were usually less than 15 pupils. Classes were held under large body and imagination.
trees.
 Monasteries were later organized for higher schooling. Greek Education System

Primary Education (ages 3-12)

Organization of Grades  Toddlers
 Kindergarten
 The child was taught at home till the age of 5.  Primary School
 At 5, the child attended higher schools. Secondary Education (ages 12-18)
 The women were given only domestic education as their role was only housekeeping,  Gymnasium (12-15 compulsory)
serving their husbands, and bearing children.  Lyceum (16-18 optional)
Higher Education (ages 18 – upper)
Methods of Instructions  Universities
 Imitation
 Memorization Formal education has its roots in ancient Greece with Aristotle (a Greek philosopher and polymath),
Socrates (founder of Western philosophy, the first moral philosopher of the Western ethical tradition
Financing of thought) and Hippocrates (physician of the Age of Pericles, one of the most outstanding figures in
The teacher, called gurus, were highly respected by the children even more than they did their parents. the history of medicine). They laid down foundation of subjects like philosophy, medicine and
mathematics that we use in modern times today.
Outstanding Contribution of Education
 The decimal system of arithmetical notation, particularly the symbol “O”. Greek Inventions
 We can write any size of a number.  The Greeks invented dice.
 We can use the four fundamentals operations on whole numbers, fractions, and decimals.
The Greeks were a nation of at least two principal components – Aryan and the Germanic people.

ANCIENT GREEK EDUCATION The Greeks were the original Olympiads. They became the first and greatest sportsmen. Their
scientists studied the best way to perform sports.
 Greece is a peninsula about the size of Louisiana in the Mediterranean Sea.
 It’s very close to Egypt, the Persian empire (includes Turkey) and Rome. Greek religion was polytheistic.
Plytheism - the belief in or worship of more than one god.
 Greece is mountainous
 Greek communities often times developed independently because of the mountains, thus
The Greek state was always small. The terrain favored a small and separate political unit so
they were diverse
that all citizens could participate directly to all civic and military affairs.
 As a result, they fought each other a lot.
Marriage was a duty to the state and a matter of religion and patriotism.
“Greeks gave the era higher culture and enlightenment.”
There were many city-states but two of these rose above all others – Sparta and Athens.
Education has always played a significant role in Ancient Greek life.
  At thirty, they became full-fledged citizens and were required to marry.
SPARTAN EDUCATION  The home served as the school for the girls.

Spartan Philosophy Method of Instruction

 The legacy of Spartans is rooted not only in their martial ability but in their ability to unite
Education in Sparta was achieved by training rather than by school instruction.
body and mind.
 Recognized as Warrior Philosophers Outstanding Contribution
 Lycurgus – legendary law giver of Sparta
 Sparta was the first democracy recorded in the history.
“Spartans are the best educated in philosophy and speaking.” (Socrates and Plato)  Sparta was the only Greek city-state to introduce land reform aimed at equalizing wealth
among its citizens.
Aims of Education  Spartan virtues: equality (among citizen), military fitness, and austerity
 To give individual such physical perfection, courage and habits of complete obedience to  Spartan public education trained the mind and body.
the law.  Spartans were admired because of their intellectual culture and verbal skills.
 To make ideal soldier, fearless, cautious having enough stamina to bear all hardships.
Type of Education
 Purely focused on physical and moral development.
 Less scope for moral and aesthetic development
 Physical Education and military training pre dominated Spartan Education.
 Instruction in music and dance was physical training to build an attitude for war.
 Domestic training was suppressed since household duties were done by slaves.

Content to be Studied
 Spartan curricula consisted of military exercises and practices essential
to a life of devotion and service to the state.
 Boys were trained to keep absolute control of their feelings, appetites,
habits and they were taught to be obedient and respectful, modest and
reserved.
 Girls were trained to be healthy and courageous so that they could bear
healthy children, their greatest contribution to the state.

Agencies and Organizations

 The state was the dominant educational agency. The state controlled the education of the
individual from birth to death. Family life, including marriage, was controlled by the
state; all children belonged to the state.
 From seven to eighteen years of age, the Spartan boys lived in a barrack-type school
under the training official called paidanomus.
 At twenty, after taking an oath of allegiance, the boys were dispersed to military camps
or actual combat.