Unit 1: Education at a Point

in History
 Education is as old as humanity. Even in pre-literate
societies, adults trained the young with the knowledge and
skills necessary for survival and co-existing with members of
their community.
 Fast forward to thousands of
years later, schools are now
adopting new philosophies,
paradigms, and methodologies in
education to prepare the student
for the challenges of the 21st
century. Knowing how
educational paradigms and
curricula evolved throughout
history will help prospective
teachers in shaping their personal
teaching philosophies and styles.
 LEARNING OUTCOMES

At the end of this unit, you should be able to:

Discuss the goals, curriculum, and approaches of Explain how education evolved throughout history
education at different points in history

Justify how studying the history of education can help

Describe the key events of the history of education in
solve the pressing issues and problems of Philippine
the Philippines
education
Lesson 1:Evolution of
Human Societies
 The hunter-gatherer societies face
the dangers of the natural world
on a daily basis.
They are nomadic, following the
available game and vegetation wherever
it may lead them.
They have no means of long-term food preservation, own little property, share
food, and have few job specialties except from those based on gender. They also
reject violence as a means of solving problems.

Hunting and Gathering

Society
 Their social structure is highly
egalitarian, and they live in bands
to enhance their chances of survival.
Everyone in their group is treated equally,
makes decisions on consensus, and shares food
whether one joined the hunt or not.
Everyone had a great sense of
autonomy, and no one was compelled to
do anything.

Hunting and Gathering

Society
 EDUCATION
The primary focus of education in primitive societies was the
acquisition of survival skills (e.g., catching fish, gathering food,
dancing, and telling stories) and establishing a sense of community.
There are four conclusions that apply to all egalitarian hunter-
gatherer societies (Gray, 2011).

Hunter-gatherer children had to learn an enormous

amount to become effective adults.

Hunter-gatherer adults did not direct children’s

education or in other ways tell them what to do.
Children and even adolescents were free to play and
explore on their own, in their own chosen ways, “from
dawn to dusk.”
 EDUCATION

Hunter-gatherer children acquired the skills of their

culture, and consolidated their knowledge, by playing at
culturally valued activities.

Hunter-gatherer children and adolescents played and

explored together in age-mixed groups.
 Climate changes, growing populations,
overhunting, and changing technology
made people in hunter-gatherer societies
turn to agriculture.
Denser populations were able to feed
themselves more easily because of
farming, keeping people to their land.
Agriculture eventually generated enough food Over time, small communities expanded
for people to stop worrying about what they into towns, and towns grew into larger
would eat for the day and instead pursue other metropolises.
interests.

Agrarian Society
 Before long, political, and religious elites
arose to establish hierarchies of privilege
and deprivation among the lower class. In
contrast to hunter-gatherer societies,
agriculture resulted to a system of
ownership over land, food, and currency
that was not (and still isn't) evenly divided
among people.

Agrarian Society
 EDUCATION
Agrarian labor being difficult but not complicated, a child's education was
limited only to pertinent information and this "education" was otherwise a
physically coercive system of enforcing obedience to labor.

Play and work would be forever differentiated.

With larger families, children had to work in the
fields to help feed their younger siblings, or they
had to work at home to help care for those
siblings.

Children's lives changed gradually

from the free pursuit of their own
interests to increasingly more time
spent at work that was required to
serve the rest of the family.
 With a stable political situation, a sophisticated
financial sector, surplus capital, and higher
agricultural productivity expanding the pool of
labor brought developments in agriculture.

a flood of innovation started the Industrial Revolution

The Industrial Revolution ushered in a new era of mass production,

mechanized manufacturing, and the factory system, replacing the Consequences?
traditional economic models of agriculture and handicrafts.

Industrial Society
 A new generation of machines, new sources of
electricity, and new ways of arranging work
have made established industries more efficient
and productive.

The factory system, the rise of capitalism, increasing

urbanization, exploitation of the working class,
opportunity, and an increase in the standard of living,
technological advancement, the rise of socialism and
Marxism, and the transfer of money and power to the
west

Industrial Society
 EDUCATION
Prior to the 1800s, only children born into wealthy families often had access
to education. As the industrial economy grew, so did the need for specialized
education that could turn forth workers who were well-versed and well-
rounded.
As a result, education became a right for all children,
regardless of their family's financial situation, and
legislation was passed to enforce this right. State-
funded educational programs were introduced in the
country for the first time.

Students were graded based on their

chronological age and progressed through the
grades as they gained proficiency in the
material.
 EDUCATION
In primary schools, students learned reading, writing, arithmetic, as well as
singing.
Education also began to question religious dogma and gradually moved
toward scientific humanism in the early 1800s. Math and physics, as well as
humanities, experimental, and social sciences, were introduced later.

The teaching approach in the industrial society

was highly traditional, the teachers being the
primary source of knowledge and students being
the receiving end of that knowledge.

But this was later challenged by new paradigms

of teaching and learning. John Dewey's
learning-by-doing theory in 1887, for
example, was a major shift in education that has
lasted to this day.
 The Information Society began to emerge around the
1970s and is still going on today. This is the most recent
societal structure, dominated by exponential
technological advancement, which led to an
unprecedented amount of information at everyone’s
fingertips. Everything now is just a quick search away.

Information or
Knowledge-based Society
 This is what we call "Education 4.0."

Students in our classrooms today are highly intelligent, independent,

and exceptionally talented. It is their ability to use technology as well
as their confidence with global and international communication that
sets them apart. We may anticipate that future generations will have
even more hands-on experience in these areas than we have.

Information or
Knowledge-based Society
 According to the United Nations, education in the twenty-
first century is about providing students with the skills they
need to succeed in this new environment while also
assisting them in developing the confidence to put those
talents into practice. Knowing that they have access to a
wealth of knowledge, 21st Century talents are more
concerned with making sense of that information and sharing
and applying it in intelligent ways.

Information or
Knowledge-based Society
 21st Century skills that today’s students need to succeed
in their careers during the Information Age. Each 21st
Century skill is broken into one of three categories:

Learning skills

Literacy skills Life skills

Information or
Knowledge-based Society
Learning skills (the four C’s)
teaches students about the mental
processes required to adapt and
improve upon a modern work
environment.

Literacy skills (IMT) focuses on how students

can discern facts, publishing outlets, and the
technology behind them. There’s a strong focus
on determining trustworthy sources and facts to
separate it from the misinformation that floods
the Internet.

Life skills (FLIPS) focuses on the intangible

elements of a student’s everyday life. These
intangibles focus on both personal and
professional qualities.
 A Human-Centered Society or Society 5.0 is a vision
of a society where through the integration of
technology with daily life, the society of the future
will be able to sustainably create new values and
services to benefit and balance society as a whole

Human-centered Society
Society 5.0 was first proposed in the 5th Science
and Technology Basic Plan by the Japanese
government as a future society that Japan should
aspire to. It follows the hunting society (Society 1.0),
agricultural society (Society 2.0), industrial society
(Society 3.0), and information society (Society 4.0).

Human-centered Society
 Society 5.0 will be built using the instruments of the
4th industrial revolution, including AI, robotics, the
sharing economy, and big data. Japan’s education
minister Yoshimasa Hayashi is already thinking about
how to better prepare pupils for society 5.0 by
adapting new curricula and methodologies.
 

Human-centered Society
 Key changes include abandoning the age-
grade-progression approach to allow for
more flexible grade progression and a more
cross-disciplinary approach to subjects as we
move towards Society 5.0.

Computers can handle computerized information considerably

better than humans can, yet we excel at expressing our humanity
through liberal arts.
Theater arts to economics

Human-centered Society