WORLD ROOTS OF

CHAPTER 3

AMERICAN
EDUCATION
Student: Kimberly L Billones
Subject: EDU200B Foundation of Educational Management
 EDUCATION IN PRELITERATE
SOCIETIES
 Cultural Transmission- in preliterate society one’s cultures is transmitted orally,
through songs and stories.
 Trail and error- error learning- developed survival skills that over time became
cultural patterns
 Enculturation- children learn the groups language and skills and assimilate its moral
and religious values.
 Moral Codes- learned group’s prescription (acceptable behaviors) as well as its
proscriptions or taboos (forbidden behaviors).
 Oral Tradition- preliterate people relied on oral tradition-storytelling-to transmit their
cultural heritage. Songs and stories helped young learn the group’s spoken language
and develop more abstract thinking about time and space.
 Storytelling- through stories, children meet their culture and its heroes, legends and
past.
 PRELITERATE SOCIETY 7000 BCE-5000BCE

INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION

Survival skills
Emphasis on
To teach group of hunting, Parents,
Informal informal
survival skills fishing, food tribal
Children in instruction; education to
and group gathering; elders
the group children imitating transmit
cohesiveness stories; myths; and
skills and values skills and
songs, poems, priests
values.
and dances.
EDUCATION IN ANCIENT CHINESE
CIVILIZATION
LEGALISM
-education was to impose their definition of Chinese culture through
indoctrination.
TAOISM
-education purpose is to encourage the self reflection needed to find one’s true
self and become free of the control of others.
 CONFUCIANISM
- replaced legalism as China’s Official philosophy.
- major purpose of education is to maintain a harmonious society in which clearly
knows her or his status, duties, and responsibilities, and the proper way of behaving
toward others.
China’s Contribution to World and Western Education
-System of National Examination
 EDUCATION IN ANCIENT CHINESE CIVILIZATION

INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION

To prepare elite
Written
officials to
examination
govern the Males Memorization and Govern
Confucian s for civil
empire gentry recitation of ment
classics service and
according to class classic texts officials
other
Confucian
profession
principles
EDUCATION IN ANCIENT EGYPT
 Hieroglyphic script

- is an Egyptian system of writing that enable them to create and transmit a

written culture. The teaching of reading and writing then became an important
feature of schooling that has persisted through the centuries.

Scribal School
- students learned to write the hieroglyphic script by copying documents on
papyrus, sheets made from reeds growing along the Nile. The goal was to
reproduce a correct, exact copy of a text.
 EGYPT 3000 BCE-CE 1900
INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION
Restriction
of
educational
controls and
To prepare
Males Memorizing and Priest services to
priest-scribes to Religious and
upper copying dictated and priestly elite;
administer the technical text
classes texts scribes use of
empire
education to
prepare
bureaucracie
s
HEBRAIC OR JUDAISM EDUCATIONAL TRADITION
 Hebraic or Judaic education, an ongoing tradition for the Jewish people and an
important reference point for Christians and Muslims. All three religions—Judaism,
Christianity, and Islam—are monotheistic in their belief.
 Judaic education aims at inculcating the young in their cultural tradition through a
carefully designed process of transmitting religious beliefs and rituals from one
generation to the next.
 Torah
- the sacred scripture taught and studied by Jews from childhood on throughout
their lives.
 Judaism basic educational purpose is to learn how to pray/ to know and observe the
commandments and properly following religious rituals and prayers.
 JUDAIC 1200 BCE-PRESENT
INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION

Concepts of
monotheism
Listening to, and covenant
Parents,
To transmit Jewish Children and memorizing, reciting The Torah,laws, between God
priests,
religion and adults in the and debating sacred rituals and and humanity;
scribes and
cultural identity group texts, reading and commentaries religious
rabbis
writing for literacy. observance and
maintaining
cultural identity
 EDUCATION IN ANCIENT GREEK
CIVILIZATION
 Homer- a Greek author of Ancient Greek epic poem, the Iliad and Odyssey.
 Homeric education- relied on stories and models from the past and from the
philosophical approach that emphasized abstract and highly generalized thinking about
the nature of reality.
 Athens - a democracy, emphasized its citizens’ shared public responsibility in decision
making.
 Sparta- was an authoritarian military dictatorship under which citizens followed orders
from leaders.
 Sophist- a travelling group of educators, designed a new approach to teaching that
responded to his socioeconomic change.
- the purpose of education was to develop the students communication skills so they
can become successful advocates and legislator.
 Protagoras’s method
1.Delivered an outstanding speech so that students knew their teacher could
actually do what he taught
2.Examine the great speeches of famous orators to enlarge their repertoire of
possible models
3.Study the key subjects of logic, grammar, and rhetoric
4.Deliver practice orations, which he assessed to provide feedback to students.
5.The students orators delivered public speeches.
 Socratic Method-use critical self examination to find and bring to consciousness the
universal truth present in each person’s mind.
 Plato’s theory of knowledge is called reminiscence. Reminiscence implies that the
human soul, before birth, has lived in a spiritual world of ideas, the source of all truth
and knowledge.
 Aristotle’s Theory of Knowledge-knowledge arise from our knowing about objects
rather than from preexisting ideas in the mind. Knowledge, in the school curriculum,
focuses on the classification of objects into subjects.
 Isocrates: Oratory and Rhetoric
The Greek rhetorician Isocrates (436–388 BCE) is significant for his exceptionally
well constructed educational theory, which emphasized both knowledge and
rhetorical skills.
Isocrates considered education’s primary goal was to prepare clear-thinking,
rational, and truthful statesmen. For Isocrates, education contributed to public
service guided by knowledge. By recognizing rhetoric’s humanistic dimension,
Isocrates also contributed to the ideal of the liberally educated person.
 GREEK 1600 BCE-300BCE

INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION

Athens: to cultivate Athens: Athens: the

civic responsibility Athens: reading, private concept of well-
and identification Drill, memorization, writing, arithmetic, teachers and rounded,
with city-state and to Male children recitation in primary drama, music, schools, liberally
develop well rounded of citizens; school, lecture, physical education, sophists, educated person;
persons; ages 7-20 discussion and dialog in literary, poetry; philosopher Sparta: the
Sparta: to train higher schools Sparta: drill military s,; Sparta: Concept of
soldiers and military songs and tactics military serving the
leaders officers military state.
 EDUCATION IN ANCIENT ROME
CIVILIZATION
 Roman law, originating with the Twelve Tables, developed into an extensive legal system that
adjudicated personal and property rights and served as the basis for later Western law.
 During this period schools were private and attended only by males who could pay tuition.
Whereas upper-class girls often learned to read and write at home or were taught by tutors,
boys from these families attended a primary school, and then secondary schools taught by Latin
and Greek grammar teachers.
 Quintilla- Emphasized the need to base instruction on the learner’s readiness and stage of
development. Anticipating the modern teacher’s preservice preparation, he recognized the
importance of students’ individual differences, advised that instruction be appropriate to their
readiness and abilities, and urged that teachers motivate students by making lessons interesting
and engaging.
 ROMAN 750 BCE-CE 450

INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION

Emphasis on
To develop civic education for
Private
responsibility for Drill, memorization, and Reading, writing practical
Male children schools and
republic and then recitation in primary arithmetic, Laws of administrative
od citizens; teachers;
empire; to develop school; declamation in Twelve Tables, law skills; relating
ages 7-20 schools and
administrative and rhetorical schools of Philosophy education to
rhetoric
military skills civic
responsibility
 ISLAM, ARABIC LEARNING, AND EDUCATION
 Mohammed- An Arab religious reformer and proselytizer preached the needs for faith,

prayer, repentance, and living a moral life. He incorporated his beliefs into Islam a new
religion, with a sacred book, the KORAN.
 KORAN- sacred scripture of Islam, prescribed the pillars of faith and religious

observance.
 Islamic Scholar

-contributed to astronomy, mathematics and medicine. In mathematics, Arab

scholars adopted the number system from the Indians but made the crucial addition of
zero.
 ARABIC CE 700-CE 1350

INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION

Arabic numerals
To cultivate religious
Drill, memorization, and and computation;
commitment to Male children Reading, writing
recitation in lower Mosques; reentry of
Islamic beliefs; to of upper mathematics,
school; imitation and court classical
develop expertise in classes; ages 7- religious literature,
discussion in higher schools materials on
mathematics, 20 scientific studies
school science and
medicine and science.
medicine
MEDIEVAL CULTURE AND EDUCATION
Education of Medieval Women
- Women’s education in medieval society varied according to their socioeconomic
class. Although medieval Christianity stressed women’s spiritual equality and the
sacramental nature of marriage, women continued to be consigned to traditional gender-
prescribed roles.
 Scholasticism- a method of theological and philosophical scholarship, and teaching.
 Scholastic teachers were clerics, and schools were governed and protected by the
church. The curriculum was organized into formal subjects, following the Greco-Roman
liberal arts tradition.
 Scholastics used the syllogism—deductive reasoning.
The Medieval Contribution to Western Education
The medieval educators recorded, preserved, and transmitted knowledge by
presenting it in a scholastic framework based on the Christian religion and Aristotle’s
philosophy. Parish, monastic, and cathedral schools and universities all transmitted
knowledge as organized subjects
 MEDIEVAL CE 500-CE 1400
INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION
Established
Male children
structure,
of upper
Parish, content, and
To develop religious classes or
Drill, memorization, Reading writing chantry, and organization of
commitment, those entering
chanting in lower arithmetic, liberal cathedral universities as
knowledge, and religious life;
schools; textual arts; philosophy, schools; major institutions
ritual; to prepare girls and
analysis, and disputation theology; crafts; universities; of higher
persons for young women
in universities and in military tactics, and apprentices education; the
appropriate roles in entering
higher schools chivalry hip; institutionalizatio
hierarchical society religious
knighthood n and
communities;
preservation of
age 7-20
knowledge.
RENAISSANCE CLASSICAL HUMANISM
 Renaissance educators, called classical humanists, looked to the past rather than the future.
Unlike the Scholastics, however, classical humanists based their teaching more on literature
than on theology.
 The Renaissance humanist educators were literary figures—writers, poets, translators, and
critics. Artist-teachers, critics of society and taste, they brought wit, charm, and satire as well
as knowledge to their work.
 They sought to educate critically minded people who could challenge existing customs and
expose and correct mediocrity in literature and life.
 In northern Europe, classical humanist scholars, by critically examining medieval theological
texts, paved the way for the Protestant Reformation.
 Desiderius Erasmus (1465–1536), described the model teacher as a cosmopolitan.
The Renaissance Contribution to Western Education
 Emphasis on classical languages and literature
 Humanistic (not scientific) knowledge
 The Dual-track systems of School
 RENAISSANCE CE 1350-CE 1500

INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION

An emphasis on
Classical
literature
humanist
To cultivate humanist knowledge,
educators
experts in the classic Male children Memorization , excellence, and
Latin, Greek, and schools
(Greek and Latin); to of aristocracy translation, and analysis styles as
classical literature, such as the
prepare courtiers for and upper of Greek and Roman expressed in
poetry, art lycee,
service to dynastic classes; 7-20 classics classical
gymnasium,
leaders literature; a two-
and Latin
track system of
School
schools
THE RELIGIOUS REFORMATION AND EDUCATION
 Martin Luther (1483-1546) stands out as one of the most important religious reformers in
shaping Western history education. He believed that family had a key role in forming
children’s characteristics and behaviors. Luther encouraged family Bible reading and prayer.
 Schools should be organized and inspected by state officials to make to make sure that
teachers were educating children in correct religious doctrines and training them to become
literate, orderly and become productive citizen.
 The Protestant Reformation reconfirmed some educational developments from the
Renaissance, especially the dual- track system of schools.
 The Protestant Reformers’ emphasis on Bible reading influenced later educator’s continuing
concern for literacy. It especially accelerated the movement for universal schooling.
 REFORMATION CE 1500-CE 1600
INFLUENCE
EDUCATIONAL INSTRUCTIONAL
STUDENTS CURRICULUM AGENTS ON MODERN
GOALS METHODS
EDUCATION
A commitment to
universal education
to provide literacy
Boys and girls
Vernacular to the masses; the
ages 7-12 in Memorization, drill,
To instill Reading, writing, elementary origins of school
vernacular indoctrination,
commitment to a arithmetic, school for system with
schools; young catechetical instruction
particular religious catechism, religious the masses; supervision to
men ages 7-12 in vernacular schools;
denomination; to concepts and ritual; classical ensure doctrinal
of upper class translation and analysis
cultivate general Latin and Greek; schools for conformity; the
backgrounds of classical literature in
literacy technology the upper dual track school
in humanist humanist school.
classes system based on
schools
socioeconomic
class and career
goals
 THE ENLIGHTENMENT’S INFLUENCE ON EDUCATION

Enlightenment educators emphasized using reason and the scientific

method to improve the present situation and to create a more progressive future.
They used the scientific method of empirical observation hoe nature and the
universe worked.
In education, they observed children especially their stages of
development, play, and activities- to construct a natural method of instruction.
The enlightenment outlook that children were naturally good and that teachers
should base instruction on children's interest and needs.
 THANK YOU AND
GOOD DAY!!!

Source:
Foundation of Education book 10th and 11th edition
https://www.bbc.co.uk/religion/religions/judaism/beliefs/beliefs_1.shtml