2PROFED01 TEACHING PROFESSION || Dr.

Maville Dizon | 7:00AM – 9:00AM

January 23, 2024

EARLY CONCEPTIONS OF EDUCATION

I. Education for
Conformity/Primitive Education
C. Types of Education
Aims: to survive; to conform to the tribe to which
they belong
Contents: Practical and Theoretical Education (as
shown by parents and members of the tribe)
Methods: Tell me and show me, trial and error,
enculturation, indoctrination

Primitive Education

 Primitive – being the first or earliest of the

kind or in existence, especially in an early
D. Agencies of Education
age of the word.
 Primitive people – evolutionists believe that
education started when primitive people
began their quest to find ways to feed,
clothe, shelter and protect themselves, and
compete with animals for survival.

A. Characteristics:
1. Relatively simple
2. Narrow social and cultural contacts
3. Extraordinary conservative and prone to
superstitions E. Method of Instruction
4. The organization of primitive life is tribal
not political so that one functions ---
5. ---

B. Aims of primitive education

Effects:
- Culture was passed on and preserved for
generation
 - People were able to adjust and adapt to B. Types of Education
political and social life 1. Religious Education
- Tribes were able to meet their economic 2. Vocational-professional Education
needs and were able to survive 3. Military Education
4. Education for public administration

II. Education for the Preservation of

Social Stability/Oriental Education
Aim: to impress traditional ideas and customs in
order to maintain and perpetuate the long
established social order
Contents: Moral and theoretical training
Methods: Imitation, memorization
Proponents:
- China: To preserve and perpetuate ancestral
tradition
- India: To preserve the caste system
- Egypt: To preserve religious tradition

*Cambodia, Ankor Wat, inscription (form of

writing) during early times
A. Aims of Education
1. Training of scribes
2. Religious
3. Utilitarian
4. Preservation of cultural patterns

C. Agencies of Education
1. Home
2. Temple Schools
3. Military
 D. Methods of Instruction
1. Apprenticeship
2. Dictation, memorization, copying, imitation,
repetition –
3. Observation and participation

b) Athenian (focused more on morals, both physical

and mental)

E. Outstanding Contribution
Their outstanding contribution to education were
probably geometrical measurement and surveying.
They were the first to use these two mathematical
techniques.

III. Education for the Development of

Individuality/Greek Education
Aims: To promote individual success and welfare
through the harmonious development of the
various aspects of human personality
- Spartan: To develop a good soldier in each
citizen
- Athenian: To perfect man (body and mind)
for individual, excellence needed for public
usefulness
*Military training
a) Spartan (more rigid)
 EDUCATION DURING MIDDLE/MEDIEVAL
AGES
I. Education for
Humanitarianism/Christian
Concept of Education
Aim: To develop socially responsible individuals
who possess all the virtues of brotherly love
(humanitarianism)
Methods: Parable method, uses language
understood by people, uses figures of speech,
teaching by example (principle of activity and
doing)
Proponent: Jesus Christ
---

II. Education as Spiritual

Discipline/Moral
Discipline/Monasticism
Aim: To achieve eternal salvation
Types: Moral and religious training
Agency: Monasteries, Monastic schools
Proponent: St. Benedict (monk)

IV. Education for

Utilitarianism/Roman Education
Aim: To educate the Roman youth for realizing
national ideals
- Early Romans: Vir bonus (good soldier,
good worker, good citizen)
- Later Romans: Linguistic facility (oratory) III. Education as Intellectual
Discipline – Scholasticisim
Content: Physical training (martial arts, use of war
weapons) Aim: To support the doctrine of the church by
rational argument
Methods:
Methods: Lecture, debate, logical analysis
- Elementary – memorization, imitation
- Secondary – literary exercises, intensive St. Anselm (Father of Scholasticism) “I do not seek
drill on speech, grammar to know in order that I may believe, but I believe in
order that I may know.”
*public usefulness (OJT)
IV. Education as Social Discipline –
Chivalric Education
Aim: Training for a life of high ideals/standards;
training
---
EDUCATION DURING THE RENAISSANCE &
MODERN TIMES
I. Protestant Reformation
II. Catholic Counter-Reformation
III. Formal Discipline
IV. Rationalism
V. Naturalistic Conception of
Education

January 30, 2024

I. Reformation
- Protestant
Aim: Religious moralism
*influence is more on values
Types: Character education, universal, compulsory,
and free education
V. Guild System of Education Methods: Memorization, religious indoctrination
Aim: Prepare children for the requisites of Proponent: Martin Luther
commerce and industry
Agencies:
- Burgher schools: taught by priests and lay
teachers
- Chantry schools: wealthy merchants for
children of the city
- Guild schools: for children of the craftsmen
Organization:
- Apprentice – learning trade skills
- Journeyman – traveling as paid laborer
- Master craftsman – full-fledged member of
the guild
II. Counter-reformation
---
Aim: To develop an unquestioning obedience to the
VI. Saracenic Education authority of the church

Aim: Application of scientific facts to the affairs of - Jesuits: train leaders

daily life - Christian Brothers: teach the poor
- Janesnists: spiritual salvation
Methods:
*Ex. DLSU, all Catholic schools
- Repetition and drill, memorization and
imitation (elementary)
- Lecture, observation and experimentation
(higher)
III. EDUCATION FOR PATRIOTIC VI. EDUCATION FOR PATRIOTIC
CITIZENSHIP/Formal Discipline CITIZENSHIP/Nationalistic
Conception

IV. Rationalism

V. Education in Harmony with

Nature/Naturalistic Conception of
Education