History of Education and its Implication to Contemporary Education

I. What you already know?

What I already know is that history of education reveals the evolution of teaching methods,
curriculum development, and educational systems over time, shaping contemporary education
practices. Understanding the past helps educators adapt and improve current teaching strategies,
curriculum design, and educational policies to meet the needs of modern learners and society. It is
like a rich tapestry woven with the threads of past innovations, struggles, and triumphs in learning.
Each era has contributed unique patterns and colors to this tapestry, reflecting the evolution of
teaching and learning practices. As we unravel this tapestry of educational history, we uncover
valuable insights and lessons that guide us in shaping contemporary education. By studying the
successes and failures of the past, we can craft a more inclusive, engaging, effective educational
experience for today’s learners. Just a skilled weaver combines different threads to create a
masterpiece, educators blend traditional wisdom with modern innovations to design a vibrant and
dynamic educational landscape that prepares students for the challenges of the future.

II- What you have learned?

I have learned that education in ancient civilizations such as Egypt, Mesopotamia, Israel, and India
varied in terms of accessibility, subjects taught and social emphasis on literacy and learning. In Egypt,
literacy was concentrated among an elite group of scribes, while in Mesopotamia, only a limited number of
individuals, such a royal offspring and sons of the rich, were schooled initially. In Israel, the Torah
emphasized the importance of literacy and study, with schools opening and focus on memory skills and
comprehension. In the Islamic civilization, schooling began in mosques and later evolved into separate
schools, with the Quran encouraging Muslims to be educated. In ancient India, education was imparted
through the Vedic and Buddhist systems, aiming to develop character, self-control, social awareness, and
preserve ancient culture. Each civilization had its unique approach to education, reflecting its cultural values
and priorities. In ancient India during the Vedic period education was primarily based on Vedas, with a focus
on liberation and encompassing subjects like grammar, composition, sciences, and vocational skills.
Women’s education was valued, with training in dance, music, and housekeeping, and some women scholars
were notable. The Upanishads emphasized wisdom teachings and encouraged an exploratory learning
process through reasoning and questioning. The Gurukula system involved residential schools where
teachers and students paid Gurudakshina as a mark of respect. Sanskrit literature covered a wide range of
subjects, including poetry drama, technical, scientific, philosophical, and religious texts. Epic poems like the
Mahabharata and Ramayana were integral to ancient Indian education, exploring human goals, duty, and
concept of dharma. Education in ancient India was diverse, emphasizing knowledge, wisdom, ethical
conduct, and the pursuit of truth and enlightenment
Education in ancient China during the Zhou dynasty focused on the Six Arts including rites, music,
archery, charioteering, calligraphy and mathematics. Confucianism had significant impact on the
educational system. The Qin dynasty emphasized literacy and philosophy for officials. The Han dynasty
established the Imperial Academy teaching the Five Classics of Confucius. The Nine- Rank system in China
aimed to select officials based on abilities but was often influenced by wealth.
 In ancient Greece, education was mainly private, with boys learning subjects like gymnastics, music
and literacy. Girls received limited formal education. In ancient Rome, formal schools were established for
paying students, with emphasis on a student’s ability for learning. During the Middle Ages in Europe,
formal education was provided by town schools, church schools, and monastery schools. Monasteries were
centers of education and literacy, preserving Latin learning. Medieval universities evolved from Christian
monastic and cathedral schools in 11th and 12th centuries. Students learned literacy, Latin, and practical skills
in town schools. Irelan and Northumbria were known for centers learning. Charlemagne promoted education
and the Carolingian renaissance. Cathedral schools, monasteries, and universities played key roles in
education. The church mandated priests to offer free education, and the Scholastic Movement furthered
education through monastic institutions. Universities marked a shift in educational sources, spreading
knowledge throughout Europe.
In Europe, Dunfermline High School in Scotland was established as the first high school in the UK,
while in the Islamic world, institutions like the University of al- Qarawiyin and the House of Wisdom in
Baghdad were centers of learning and translation. Islamic educational practices differed from medieval
European universities, focusing on Quranic teachings and practical skills like medicine. These historical
developments highlight the diverse approaches to education and knowledge dissemination in different
regions during medieval period.
In the development of education system in China, the imperial examination system allowed individuals
to become government officials based on merit, lasting for over 1,300 years. In India, institutions like
Nalanda and Takshashila University flourished, teaching a wide range of subjects and supported by
donations from the Hindu community. Islamic education spread in India after Muslim rule began, focusing
on knowledge acquisition and cultural preservation. In Japan, education dates back to the 6th century with
the introduction of Chinese learning, Buddhism, and Confucianism, leading to the establishment of
institutions of higher of higher learning and Zen Buddhist monasteries playing a key role in education
during the medieval period. These historical developments reflect the diverse educational traditions and
influences in these regions.
In ancient Central and South American civilization like the Aztec and Inca, as well as the historical
developments in education China and Europe, education was mandatory for children in the Aztec
civilization, with separate schools for practical and advance studies. In the Inca Empire, education was
divided between the elite and the general population, with wise men called Amautus responsible for cultural
preservation. In China, education was expanded in the 1950s to focus on practical skills for economic
growth. In Europe, education during the High Middle Ages was often based on religious principles, with
free education for the poor mandated by the church. These insights highlight the diverse approaches to
education and its importance in societal development and cultural preservation.
During the historical developments in education in Europe from the 16th to the 20th centuries the
educational systems in Scotland was established, the introduction of mass compulsory schooling in
Prussia,the promotion of universal in Central Europe, the establishment of the Commission of national
education in Poland, the evolution of universities, advancements in pedagogy, the expansion of elementary
education in the late 19th century, and the introduction of new educational approaches in the 20th century
such as Montessori and Waldorf education. These developments reflect the changing priorities and
philosophies surrounding education in Europe over the centuries.
During the historical development in education in Europe, particularly focusing on France, French
colonies, England, Scotland and Scandinavia many schools have been established. Jules ferry established
the modern Republican schools in 1880s to provide free and secular education, the standardization of
education in French colonies to serve colonial populations. the exceptional educational system in Tunisia
 under Paul Cambon, the polarized educational debate in Algeria between the French and Muslim Arabs, and
the conflicting educational goals of the French and Americans in South Vietnam.
In the historical education systems in Norway, Sweden and Japan highlights the evolution of schooling
from cathedral and Latin school to modern primary education in Norway, the development of mandatory
schooling in Sweden, and the transformation of education in Japan under the Tokugawa regime and Meiji
reforms. Each country’s education system reflects unique historical contexts, reforms, and influences from
western models, shaping literacy, ideology, and the role of the state in education.
The historical development of education systems in Australia, Canada, New Zealand, Imperial Russia,
and the Soviet Union discusses the enactment of compulsory education, challenges in enforcement,
contentious issues in education, literacy rates, and educational policies aimed at promoting national
advancement and literacy. Each country’s education system reflects unique historical contexts, reforms and
efforts to improve literacy and access to education for their populations.
Education in French controlled west Africa involved an adapted education system that integrated French
education with African history, local folklore, and language teaching. UNESCO predicts that in the next
30yrs., more people will receive formal education than in all of human history due to compulsory education
systems. Illiteracy rates and the percentage of populations without schooling have decreased globally over
the past few decades. Developing countries have seen a significant decrease in illiteracy rates and
percentages without schooling since 1970. The importance of education in Africa and globally, the progress
made in reducing illiteracy rates and the evolving skills required for success in the modern workforce.
The changing global economy and technology have led to the identification of key skills needed for
success in the 21st century, including analytic reasoning, complex problem- solving, and teamwork.

III. What questions you want to be answered?

How does studying the history of education strengthen the professional competence of teachers?

Prepared by:

REYNILYN C. OFLARIA