Professional Education

SOCIAL DIMENSIONS –
CURRICULUM
DEVELOPMENT
DR. RONNIE E. PASIGUI
Lecturer
 HISTORICAL EVENTS THAT SHAPED
PHILIPPINE EDUCATION
 Undoubtedly, the evolution of the Philippine

educational system followed more or less the same

pattern as that of the rest of the world, it was
however, constrained by the coming of a succession
of colonizers who ruled the country for more than
400 years and made use of education as a tool for
propagating their ideologies.
 MAJOR ERAS IN PHILIPPINE EDUCATION
 Prof. Adelaida Bago (2008) listed the following major eras:

 Before 1521 Pre – Spanish Period

 1521 – 1896 Spanish Occupation

 1896 – 1899 Philippine Revolution

 1899 – 1935 American Occupation

 1935 – 1941 Philippine Commonwealth

 1941 – 1944 Japanese Occupation

 1944 – 1946 Second World War

 1946 – 1990 Philippine Republic

EDUCATION BEFORE THE
COMING OF THE SPANIARDS
 Education - found among all primitive societies
(Monroe, 1969)
 Method - No method of education (as we
understand the term method today)
 Practical Education - training in the process of
obtaining food, clothing and shelter
 Learning – by imitation
 Values – religious worship , myths, legends,
religious beliefs and traditions of the primitive
communities
 Primary aim of education

1. to learn about the intellectual and spiritual life of

their ancestors (Bago, p. 54)
2. Primary Purpose of education – to educate the
young the ways of the community
CULTURAL INFLUENCES
 Chinese Influence
 Arab Influence
 Indian Influence
CHINESE INFLUENCE
 The Chinese brought with them:
 A. Confucianism

Confucian Values (devotion to family, loyalty to

elders, love of learning, brotherhood, universal love
and justice)
 B. Taoism

Taoist Principle of Harmony with nature

ARAB INFLUENCE
 Before the 14th Century, Arab traders and
missionaries had already established a colony or
settlement on the island of Jolo.
 Many Arabs married local girls and created what is
known as “sultanate”
 The Missionaries propagated the Islam religion
 Manila was predominantly a Muslim settlement in the
15th Century (arrival of Spaniards - deal with Rajah Soliman)
INDIAN INFLUENCE
Indian Traders brought with them:
 Hinduism & Buddhism

 Brahmanistic Principle

 Veda

 Sanskrit

 Caste System

 Costumes, decorative art, metalwork

CURRICULUM
 Education was based on traditions, beliefs, values,
customs, and patterns of behavior
 Inclusion of rites, ceremonies
 The objective of education was basically to
promote reverence for and adoration of a supreme
being (Bathala), reunion with ancestors (anito)
 Corollary aim was the promotion of respect for
laws, customs and authorities
CURRICULUM
 Values – honesty, word of honor, respect for
women
 Violation of the norm of conduct according to
tradition were meted out severe punishment
including banishment and death
 Authority – parents and elders
READING AND WRITING
 Reading and writing have been parts of the
curriculum long before the coming of the
Spaniards during the 16th Century
 Padre Chirino (a Jesuit priest / historian) reported
in 1604 “All these islander are much given reading and
writing and there is hardly a man, and much less a
woman who does not read and write in letters used in the
Island of Manila, which are entirely different from those
of China, Japan, and India” (Estioko, 1994, p. 164)
ALIBATA

 The system of writing of the early Filipinos was

called “alibata”
 Alibata is a form of syllabary with three vowel
sounds and 14 consonants.
 The alibata was influenced by the ancient
Malayan and Hindu sanskrit system of writing.
 The Mangyans and Tagbanwas still use a similar
system of writing in composing poems, songs, and
love letters
INSTRUCTION AND
STRUCTURE
 Before the coming of the Spaniards in 1521,
education was NOT formal
 Instruction – by immersion (initially in the home
and later in the community)
 Through this process, the learners immediately
absorbed the constant elements in the lifestyle of
the family and the community
 Purpose: assimilation of the tribe (small unit of
the society headed by Datu)
INSTRUCTION AND
STRUCTURE
 Learning is accomplished through oral, practical
and hands- on learning experiences
 Skills in art craft were learned through
apprenticeship
INSTITUTIONALIZATION OF
EDUCATION
 Transmission of culture – primary responsibility
of the family and tribal community
 Education – begins at home
 Learning – incidental and unstructured
 Education was institutionalized in the village
known as “Barangay”
INSTITUTIONALIZATION OF
EDUCATION
 Datu established a regular school for the youth called
“Bathoan”
 Education was only for the Maharlikas (nobles) and
Timawas (freemen)
 Alipins were not admitted in the school
 Initially, exclusive for boys (bright young girls were
accepted but were taught as a separate group)
 Teachers – selected wise men of the tribe, including
“albularios”
THE USE OF BAMBOO IN
PHILIPPINE EDUCATION
 To instill discipline (whipping with the use of flat
bamboo sticks)
 Writing materials – Brush bamboo joints about a
foot long as well as banana leaves were used as
surfaces for writing. Pointed bamboo sticks were
used as writing instruments
 These writing instruments produced the “Code of
Kalantiaw” – oldest code in the Philippines
VISIBLE OUTCOMES OF
EDUCATION
 Gauged by the display of architectural skills in the
crafting of idols in various materials
 The demonstration of engineering skills in the
construction of the famous rice-terraces VISIBLE
OUTCOMES OF EDUCATION
 Expression of creative skills in the folk songs and
folk literature
EDUCATION DURING THE
SPANISH OCCUPATION
 March 21, 1521 – arrival of Magellan
 April 28, 1521 – death of Magellan
 Spaniards gradually changed the Filipino
alphabet, eventually disappeared and replaced by
the Spanish alphabet
 Spaniards used education to spread religion
 Introduced catechetical instruction conducted by
Friars
 Schools - servants of the church
CURRICULUM DURING THE
SPANISH OCCUPATION
 Primary goal of education – spread Christianity,
and spread of Spanish culture
 Medium of Instruction – Spanish language
 Christian Doctrine – taught in Spanish language
not native dialects to maintain purity of the
doctrine
CURRICULUM DURING THE
SPANISH OCCUPATION
 The Friars did not want the natives to speak the
Spanish language because:
 A. avoid the Filipino free-thinkers convenient
dissemination of anti-catholic propaganda
 B. avoid the natives to have access to a tool of
critical thought
 The Spaniards reluctance to teach Filipinos of
Spanish language resulted into “bastardized”
Spanish - Chabacano
CURRICULUM DURING THE
SPANISH OCCUPATION
 Chabacano – hybrid language of Spanish and
Tagalog
 Became dialect in Zamboanga in Mindanao, and
Cavite in Luzon
 LADINO – term used referring to those who
succeeded in speaking, writing and reading in both
languages.
 Fernando Bagongbanta – a native poet who wrote
poetry in alternative lines of Tagalog and Spanish
(also developed by Tomas Pinpin)
THE RENNAISSANCE
MOVEMENT
 Began in Europe in 14th Century
 Revival of the idea of liberal education (Trivium
and quadrivium)
 Reaction against scholasticism (prevailing
educational system in the middle age) – focused
on religion – freedom and creativity were
neglected / suppressed
 Focus – study of classical literatures and
languages, reason and inquiry
THE RENNAISSANCE
MOVEMENT: CURRICULUM
 Should include a wide range of appreciation,
accomplishments, and skills
 Subjects: Literature, arts, ethics, culture –
stimulates the imagination and intellect
 Theme : moral choice
 Objective: education for leadership
 Discriminatory: for boys only, for elites only
THE RENNAISSANCE
MOVEMENT: CURRICULUM
 Provided models for communication skills (both
written and oral)
 Emphasis on human capabilities and social
concerns
 Humanism – became dominant feature
 Senses were given emphasis over abstract
 Shift from supernatural to Human
 Led to scientific inventions and inquiries
THE RENNAISSANCE
MOVEMENT: CURRICULUM
 Because of Humanism – education was accessible
to all
 Religious education must be tempered by
philosophy
 Philosophical education emphasizes on cultivation
and discipline (moral character)
THE RENNAISSANCE
MOVEMENT: DURING THE
SPANISH COLONY IN THE
PHILIPPINES
 Friars in the Philippines during the 16th to 18th
Century (Full blown of Humanism) – still taught
based on scholasticism
 Result(s)
a. Philippine Education was hundred years behind
from Europe
b. Remained Oppressive
c. Became “battle cry for educational reform”
 THE ROYAL DECREE OF 1863

 After 300 years – the Royal Decree of 1863

mandated the inclusion of the liberal arts
education in the curriculum
 Each Municipality was required to establish an
elementary school
 Children aged 7 to 12 were required to go to
school
No fees were charged
 The decree also mandated the establishment of a
Normal school in Manila
 THE ROYAL DECREE OF 1863

 Secondary schools, vocational and nautical schools

were also established
 These institutions were under the officers of different
religious orders and congregations (Agustinians,
Franciscans, Jesuits, Dominicans, etc)
 The Normal school – under Jesuits
 Dominicans operated UST – offered superior and
collegiate instruction
 Superior Gobierno – governing body of these
institutions and approve laws for the schools
ANCIENT TO ROMAN
EDUCATION
THE EARLY EDUCATION

CHARACTERISTICS:
 Relatively Simple
 Narrow Social and Cultural Contacts
 Conservative
 Prone to Superstitions
 Organization is tribal not political
 Function of Education – Education for survival
THE EARLY EDUCATION

EMPHASIS:
 Tradition
 Culture
 Survival
 Stability
 Laws
EDUCATION IN THE EARLIEST
CIVILIZATION

Education provided among the people of Ancient

Asia was virtually a system of social stratification.
e.g. India’s Caste System
 Brahmins – Priests / Scholars
 Kshatriyas --- Nobles / Warriors

 Vaisyas -------Merchants / Skilled Artisans

 Shudras -----Common Laborers

 Hartijans ------Outcastes /degrading labor

EDUCATION IN THE EARLIEST
CIVILIZATION

Method of Teaching: Repeating lessons orally

Vocational Training : by apprenticeship
Writing: by imitating the teacher (copy with stick or
sand, palm of leaves, later with pen and ink on thin
bark of trees
ANCIENT CHINESE
EDUCATION

Method of Teaching: memorization of Confucian

Analects , Teaching by practice
Early Age
(child begins to eat) – taught the use of right hand
(Child begins to speak)
Boys were taught to respond boldly and clearly
Girls were taught to respond submissively and low
ANCIENT CHINESE
EDUCATION

6 years – taught numbers

8 years – going in / out at the gate/ door
10 years – boy goes to schoolmasters (learn character
and to calculate)
13 years – music, odes, dance
Adult – master dancing / archery/ chariot driving
30 years – takes a wife
ANCIENT CHINESE
EDUCATION

CHINESE LEGACY:
Golden Rule
Civil Service Examination
JEWISH EDUCATION

Proverb 22:6 “ Train up a child in the way he should

go, and when he is old, he will not depart from it”
AIM OF EDUCATION – ethical / religious
CUMPOLSORY – obligation of the parents
METHOD OF TEACHING – Rituals (Mosaic Law)/
oral and learning by practice/ corporal punishment
GREEK EDUCATION

Greeks – first people in Europe to develop

civilizations.
Greeks learned how to write, to use metals, to trade,
to build, to sail ships from the Minoans, Egyptians,
and Phoenicians
Ancient Greece : Spartan & Athenian
SPARTAN EDUCATION
1. Controlled by the State
2. Education for boys (girls left at home)
3. At 7, boys and girls were gathered in the barracks for
physical development through games, exercises
4. Memorizing the laws of Lycurugus (Spartan law giver)
5. Memorizing selection from Homer
6. At 18, definite training (use of arms and warfare)
7. At 20-30 service in the army (guarding the borders) At 20
(girls) physical exercise to bear healthy child
 Education in Sparta
 Sparta was predominantly a military state, and

education reflected Spartan life.

 The maintenance of a military strength was the

most important goal of the government.

 The welfare of the individual came second to the

welfare of the state.

 The aim of the educational system was to inculcate

patriotism and the ideal of sacrifice of the

individual to the state, as well as to develop and
train physically fit and courageous warriors.
 Education in Sparta
 Girls in Sparta received no formal education.

 They were trained at home by their mothers in the

ideals of state and housewifery.

 They were also organized by troops and engaged in

competitive sports.
 Their physical training was so that they might

produce strong sons for the state.

ATHENIAN EDUCATION
1. Human capacities (developed freely)
2. Education (school and home)
3. Boys aged 7 to 14 to several schools: the “didascaleum” or music
school; home or building of the “grammatistes” for study of reading,
writing, and arithmetic; and the “palaestra” for physical education. After
age 14 formal education stopped, although some youth continued their
education at the gymnasia where more severe physical training,
somewhat military in nature, was received.
4. At 16, young men become “ephebus” (took the oath of loyalty/ youth
entering manhood)
5. From age 18 to 20 military, public and religious service was required of
all young men; upon completion full citizenship was granted.
 Education in Athens
 Where Sparta was renowned for its military

preeminence, Athens was a democracy that held the

individual in the highest regard. There was no
compulsory education in Athens, except for two
years beginning at age 18 when military training
was required of all males. Schools in Athens were
private and were restricted to those who could
afford the fees.
 The aim of educating males in Athenian state was to

prepare a cultivated, well mannered, physically fit

and agile individual ready for participation in
Athenian citizenship.
THE SOPHISTS
 The “new Greek education” (post 479 B.C.) continued
much the same at the elementary level. At the
secondary level, however, a new element was
introduced – the Sophists, traveling teachers who
charged admission to their popular lectures. Many of
them were foreigners lured to Athens by its reputation
and its success in defeating the Persians. Among the
sophists were the skeptics, who did not value
knowledge for its own sake and therefore taught
practical skills, especially the art of persuasion. Which
had easy application to public life. Other sophists were
the rhetoricians, who were concerned with the use of
words in terms of plausibility, expedience, and political
or legal success. (Bowen, 1972)
THE SOPHISTS
 In the absence of a legal profession, some sophists
developed the practice of logography, the writing
of speeches, which their clients could deliver in
courts of law. Two of more famous sophists were
Gorgas, a renowned orator, and Protagoras.
Protagoras is considered the father of European
grammar and philosophy. (Meyer, 1972)
SOCRATES

Disagreed with the use of knowledge merely to

achieve success or gain power, but believed that
knowledge was ethically and morally important to
all men.

“Knowledge is a virtue”.

“knowledge is eternal and universal.”

SOCRATES

 To Socrates, the purpose of education was not to

perfect the art of rhetoric, but to develop in the
individual his inherent knowledge and to perfect
the ability to reason. Socrates believed that
education and society were inextricably related;
society was only good as its schools. If education
succeed in producing good citizens, then society
would be strong and good.
SOCRATIC METHOD
 Socrates employed a dialectical teaching method that
has come to be known as the “Socratic Method” and is
similar to the inquiry method practiced today.
 Using this method Socrates would first demolish false

or shaky opinions or assumptions held by the student

while disclaiming any knowledge himself.
 Then, through a questioning process based on the

student’s experiences, and analyzing the consequences

of responses, he led the student to a better
understanding of the problem.
 Finally, he brought the student to a discovery of general

ideas or concepts that could be applied to new

problems.
PLATO: FATHER OF IDEALISM
 Plato was the famous pupil of Socrates. Plato
founded the Academy, a school of higher learning
that admitted both males and females. Fees were not
charged, but donations were accepted. As a teacher,
Plato practiced a variety of methods. Sometimes he
employed the Socratic method. At other times, he
assigned individual exercises and problems.
Sometimes he lectured.
PLATO: FATHER OF IDEALISM
 Plato’s theory of education is most clearly put forward in
“The Republic”. Plato begins by accepting Socratic
“Knowledge is virtue”. He then expounds the nature of
knowledge and lays out the framework for both political and
social systems including an educational system.
 The aim of the schools was to discover and develop the

abilities of the individual, to aid the individual in

discovering the knowledge of truth that is within each of us,
and to prepare the individual for his role in the society.
 The curriculum was to include reading, especially the

classics, writing, mathematics, and logic. Plato also

emphasized the physical aspects of education. However,
games and sports, as well as music, were important not for
the purpose of entertainment but to improve the soul and to
achieve moral excellence.
ARISTOTLE: FATHER OF
REALISM
 Aristotle was Plato’s most famous student.
Although, the two agreed in many issues, they
differed in some important respects. Plato was the
idealist – the lover of the metaphysical; Aristotle
was a realist. Plato’s concern for the idea served as
the basis for idealism, Aristotle provided the basis
for realism.
ARISTOTLE: FATHER OF
REALISM
 Aristotle is credited with the introduction of the
scientific method of inquiry. Thus, earning for him
the title “the father of science”. He systematically
classified all the branches of existing knowledge
and was the first to teach logic as a formal
discipline.
ARISTOTLE: FATHER OF
REALISM
 Like Plato, Aristotle believed in the importance of
education to the functioning society and that
education should be provided by the state;
 According to Aristotle, the aim of education is the

achievement of the highest possible happiness of

the individual by the development of the intellect
through the cultivating of habits and the specific use
of deductive and inductive reasoning.
ARISTOTLE: FATHER OF
REALISM
 An additional aim is to produce good person and
good citizen. “The good person should have
goodness of intellect which may be achieved by
instruction, and goodness of character attained
through conditioning and control of habits.”
(Gillett, 1966, p.36)
 Aristotle believed that there was a common core of

knowledge that was basic to education, which

included reading, writing, music, and physical
education.
THE ROMAN EDUCATION
Aim of education – utilitarian (not theory but
application)
Emphasis: practical training for military life
Method of Teaching: Memorization of laws and
traditions
Two most influential Teachers:
Cicero – provided the ideal for education of the
Middle age
Quintilian – stressed memory and memorizing as
main basis for motivation
THE ROMAN EDUCATION
The educational theories of the Greeks had a great
impact on the Romans, and by the end of the first
century they dominated Roman Education.
The formal Roman school system that evolved (and
which influenced education throughout Europe for
centuries) was composed of the elementary school,
known as the ludus, and the secondary or grammar
school. At the ludus children aged 7 to 12 were
taught reading, writing and accounting.
THE ROMAN EDUCATION
Girls could attend the ludus, but usually that was as
far as their education extended. Grammar schools
were attended by upper class boys aged 12 to 16
who learned grammar (either Greek or Latin) and
literature. From 16 to 20 boys attended the school
of rhetoric where they were instructed in grammar,
rhetoric, dialectic, music, arithmetic, geometry, and
astronomy. Universities were founded during the
early years of the Roman Empire. Philosophy, law,
mathematics, medicine, architecture, and rhetoric
were the principal subjects taught.
THE MEDIEVAL EDUCATION
 The period between the end of the Roman Empire
(476 A.D.) and the 14th century is known as the
Middle Ages.
 The Germanic tribes that conquered the Romans

appropriated not only their land but much of their

culture and their Catholic Religion.
 The Roman Catholic church became the dominant

force in society and in education.

 By the end of the 6th century public education had

all disappeared, and what remained took place

under the auspices of the church.
THE MEDIEVAL EDUCATION
 At the secondary level, monastic schools,
originally established to train the clergy, educated
boys in the established disciplines of the Roman
schools.
 Theology was studied by those preparing for the

priesthood.
 One important function of the monastic schools was

preserving and copying manuscripts.

 Had it not been for the monastic schools, many of

the ancient manuscripts we have today would have

been lost.
THE EARLY CHRISTIAN
EDUCATION
Primary Aim : moral regeneration of the individual
Focus : training of converts, clergy, children –
instruments in the revival of Christianity
Catechumenal Schools : where instruction in
religion was done – to train teachers and leaders
Pioneer : St Augustine
Bishop schools or cathedral schools : for
educational clergy
St Benedict : Founded Monastery at Monte Cassino
(Benedictine – withdrawal from worldly affairs)
MONASTICISM
Monasticism : also known as Monachism (literally
means dwelling alone)

Aim of Monastic Education: salvation of the

individual souls

Virtue : fasting, world renunciation, assuming

painful bodily postures, coarse clothing

Pioneer : St. Anthony (at age 20, he sold his

property, gave the proceed to the poor) – became
hermit in Egypt
SCHOLASTICISM
Aim of Scholasticism : intellectual discipline

Emphases:
 Doctrines of the Church

 Rational Arguments

 Justify Faith by Reason

 Substantiate theology by Logic

 Primacy of Faith
SCHOLASTICISM
Classroom Methodology
 Constant use of problem method

 Aimed at formulating conclusion

 Putting across universally accepted doctrines and

investigating new controversial points

Kinds of Scholarly Treatises
Disputed Questions (accounts of actual classroom discussions)
Disputed Questions on Truth (St. Thomas – 253 individual
questions on truth and goodness)
Summae (systematic development of philosophy and theology
through question method)
ST. THOMAS AQUINAS
 The most important scholar and philosopher of
the Middle Ages was the Dominican Monk St.
Thomas Aquinas.
 His philosophy, called scholasticism or

Thomism, is the foundation of Roman Catholic

Education.
 Aquinas was able to reconcile religion with the

rediscovered ancient philosophies, particularly

the rationalism of Aristotle.
 He believed that human beings possess both a

spiritual nature, the soul, and a physical nature,

the body.
ST. THOMAS AQUINAS
 He also maintained that man is a rational being
and that through the deductive process of
rational analysis man can arrive at truth. When
reason fails, man must rely on faith.
 Thus reason supports what man knows by faith;

reason and faith are complementary sources of

truth.
 In accordance with this philosophy, the schools

were to teach both the principles of faith and

rational philosophy.
 The curriculum was to contain both theology and

the liberal arts.

SARACENIC APPROACH TO
EDUCATION
Islam – religion founded by Mohammed of Arabia
Saracens : followers of the Islamic Religion

Aim of Education : primarily search for knowledge and an application of

scientific facts to their affairs to daily living

Aimed at development of individual initiative and social welfare – liberal

education in its truest sense

Method of Teaching: Memorizing the Koran / lecture method, scientific

method, catechetical method

Curriculum : became model for the European Education

 The Medieval Universities
 During the later Middle Ages, as the crusades opened

Europe to other parts of the world and as many of the

Greeks were rediscovered, there was an intellectual
rival manifested itself not only in scholasticism but in
the establishment of several of the world’s great
universities. The University of Salerno, established in
1050 A.D. specialized in medicine; University of
Bologna (1113 A.D.) in law; the University of Paris
(1160 A.D.) in Theology; and Oxford University (1349
A.D.) in Liberal Arts and Theology. By the end of the
Middle Ages some 80 universities were in existence.
(Meyer, 1972)

RENAISSANCE EDUCATION
 Renaissance :
 Period of rebirth of learning

 Belief in the dignity of human beings

 Renewed spirit of nationalism

 Range of Scientism
RENAISSANCE EDUCATION
 The Renaissance began in the 14th century and
reached its high point in the 15th century.
 It is so called because it represented a renaissance

or rebirth of interest in the humanist aspects of

Greek and Latin thought.
 When Constantinople fell to the Muslims in 1453

many Byzantine scholars came to Italy, bringing

with them the works of classical antiquity that had
been forgotten in the West, most notably
Quintillian’s education of the orator.
RENAISSANCE EDUCATION

 Humanism:
 concerned with the realization of the fullest
human career
 Pythagorean “Man is the measure of all things”

 Gave rise to standard of education among the

clergy
 Increased the amount of liberal education in the

church schools
HUMANISM
 The dominant philosophy of the Renaissance was
Humanism. Rejecting scholasticism and the model of
the cleric as the educated man, the humanists
considered the educated man to be the man of learning
described in the classics.
 The humanist curriculum included not only the seven

liberal arts, but reading, writing, and speaking in Latin;

study of the Greek classics; and for the first time the
study of history. Following the teaching of Quintillian,
games and plays were also emphasized, individual
differences were recognized, and punishment was
discouraged. The goal was to produce the well-rounded,
liberally educated courtier – the ideal personality of the
renaissance.
RENAISSANCE EDUCATION
(Northern)
 Vittorino De Fetre – famous humanist educator
 Founded the humanist school at Mantua (Northern

Italy)
 Purpose of Education: educate the complete citizen

 Northern Humanism was more on social than

individual
 Curriculum: reading, art, athletics, good manners,

grace, training
RENAISSANCE EDUCATION
(DESIDERIUS ERASMUS)
 The foremost humanist of the renaissance was
Desiderius Erasmus of the Netherlands. Although,
Erasmus was not a prolific writer, what he wrote
was full of charm and wit, and as a result was
widely read.
 His “Colloquies” – textbooks on Latin style, also

contained instruction in religion and morals and

were among the most important textbooks of his
time.
 In “Upon the Methods of Right Instruction” – he

proposed the systematic training of teachers.

RENAISSANCE EDUCATION
(ERASMUS)
 His views on pedagogy are found in his treatise “Of
The First Liberal education of Children”.
 “Erasmus was also one of the first educators to

understand the importance of politeness, because

politeness has a moral side, that it is not a matter of
pure convention, but it proceeds from the inner
disposition of a well-ordered soul. So he assigns it
an important place in education.” (Laurie, 1968,
p.56)
HUMANISM & EDUCATION
 Allows for individual development of talents and
total fulfillment
 Encourages total involvement and participation

 Encourages students toward self-realization and

self-fulfillment
 Placing value on humanity and individual

 Innovative teaching methods

 Creative and independent learning

 Increase social interactions

REFORMATION
 The period of history known as the reformation
formally began in 1517 when an Augustinian monk
and professor of Religion named Martin Luther
nailed his 95 theses, questioning the authority of
the Catholic church, to the door of the court church
in Wittenberg, Germany.
REFORMATION
 In the years that followed, a religious revolution
swept the European continent, resulting in a century
of war and reformation of the church.
 Those who protested the authority (and abuses) of

the church came to be known as Protestants. The

invention of the printing press enabled them to
spread their doctrine rapidly.
FAMOUS PROTESTANT
(REFORMISTS)
 Martin Luther
 Denied that the Pope was the head of Christendom

 Bible should be the highest authority

 every child should have a free and compulsory

elementary education.
 Education should be supported by the state and the

state should have the authority and responsibility to

control the curriculum, the textbooks, and the
instruction in the schools
FAMOUS PROTESTANT
(REFORMISTS)
 John Calvin – (more radical than Luther)
 Removed images and ornament from churches
 Abolished rich ceremonial worship used by Roman
Catholics
 Presbyterian – his proposed council of church
consisting of ministers and laymen
 view on education were similar to those of Luther.
 He too stressed the necessity of a universal,
compulsory, state-supported education that would not
only enable all individuals to read the bible themselves
and thereby attain salvation, but would profit the state
through the contributions of an educated citizenry.
TYPES OF PROTESTANT SCHOOL
SYSTEM
 The Vernacular School : (Primary school:
compulsory for all boys, girls in separate schools)
 The Secondary school: (High school – the greatest

legacy of the reformist)

 University School: training for the masses and for

future leaders
Melanchon – a scholar who surveyed the results of
protestant education in Germany
Saxony Plan : The First school System in history
VERNACULAR SCHOOL
 In dissolving the authority of the church, the
protestant reformers stressed the authority of the
bible over the church. They also stressed the
responsibility of each man for his own salvation.
 it is necessary for each person to read the scriptures

and, as corollary, to be educated.

 The initial product of this belief was the

establishment of vernacular schools – primary or

elementary schools that offered instruction in the
mother tongue or “vernacular” and a basic
curriculum of reading, writing, mathematics and
religion.
REFORMATION IN ENGLAND
 In contrast to what was taking place on the continent,
the protestant reformation in England did not lead to
an increase in the number of schools, but to a
decrease.
 When Henry VIII broke with the catholic church and

closed the catholic monasteries, the monastic schools

were also closed.
 Under Elizabeth I such schools as existed were

placed under the regulation of the Angelican church.

 Calvinism spread in England.
 The English Calvinists, called Puritans, aspired to

reform or purify the Angelican church, which had

maintained much of the structure of the Catholic
church.
THE JESUITS
 While the reformation was taking place outside
the Catholic church, a counter reformation in the
church resulted in the formation of the Society of
Jesus, or Jesuits, by Ignatius of Loyola (1491 –
1556).
 The Jesuits became a teaching order and were

instrumental in the establishment of a number of

secondary schools and universities throughout
Europe.
THE JESUITS
 Their major contribution to education was in the
training of teachers.
 They established, perhaps for the first time in

history, a specific plan for the selection, training,

and supervision of teachers.
 Doing small amount of work at a time
 Adapting the lesson to the abilities and interests

of learners
 Participation of learners by question and answer
 Mastery by repetition and review
 Motivation by rivalry and emulation
LATER EUROPEAN
EDUCATIONAL THOUGHT
 Then reformation not only opened the door to the
questioning of religious dogma and superstition,
but also to investigation of laws of nature.
 The reformation gave way to the Age of

Enlightenment or Reason, so called because of

the great reliance placed on reason and scientific
inquiry.
 Philosophers and scholars of the period believed

that observation and scientific inquiry were the

avenues to the discovery of natural laws that
dictated the orderly operation of the universe.
BACON (1561 – 1626)

 Francis Bacon, an English philosopher, was

central to this movement. He was also important
to education because of the emphasis he placed
on scientific inquiry rather than accepting
previously derived hypotheses of deductive logic
or the writings of the past. He emphasized the
need for education to develop what today is
termed “critical thinking skills”.
 Method: inductive reasoning
Comenius (1592 – 1670)
 Bacon had a major influence on Jan Amos
Comenius.
 Like Bacon, Comenius was a proponent of what is

termed as sense realism, which is the belief that

learning must come through the senses.
 Accordingly, education must allow children to

observe for themselves and experience by doing.

The notion of sensory learning was later
expanded by Locke, Rousseau, and Pestalozzi.
 Famous Work: Great Didactic – theories and

procedures of practical education

Comenius (1592 – 1670)
 Like Bacon, Comenius believed in the scientific
method and an ordered universe that could be
discovered through reason.
 Comenius is said to be the first educator to

propose a theory of child growth and

development.
 He also had a profound effect on the teachings of

Horace Mann, John Dewey, Robert Hutchins, and

Mortimer Adler.
 Ultimate Aim of Education: Eternal happiness with

God
 Method: learning should start from senses
 Although the English philosopher John Locke is
best known for his political theories, which served
as the basis for the American and French
constitutions, he also had profound influence on
education. He held views very similar to others in
the school of sensory reasoning.
 The Aim of Education: formation of habits through

discipline
 Method: Memorization and abstract reasoning
 Locke taught the “tabula rasa” concept of the
human mind, which says that we come into the
world with our minds a blank slate. We then learn
through sensation. Locke believed that the goal of
education was to create the moral, practical
individual who could participate effectively in the
governing process.
Rousseau (1712 – 1778)

 In the later 18th century an educational movement

called naturalism developed. Its emphasis on
freedom and the individual formed the basis for
modern educational theory and practice. The
forerunner of the movement was Jean-Jacques
Rousseau.
 Like Locke, Rousseau is best remembered for his

political writings, specifically, his “Social Contract”.

 Although, he was never an educator, Rousseau

expounded a theory and philosophy of education

that influenced many educators, including John
Dewey, and the progressive educators.
Rousseau (1712 – 1778)

 Rousseau has also been called the “father of

modern child psychology”.
 Like Comenius, Rousseau believed in stages of

children’s growth and development and in the

educational necessity of adapting instruction to
the various stages.
 His major thoughts on education are contained in

the novel “Emile”.

 Developed educational philosophy based on

naturalistic approach
 Nature is the best guide to the educational

process
Pestalozzi (1746 – 1827)
 Johann Heinrich Pestalozzi was a Swiss educator
who put Rousseau’s ideas into practice.
Pestalozzi has had profound impact on education
throughout much of the Western World.
Pestalozzi’s philosophy of education incorporated
the child-centered, sensory experience principles
of Rousseau. He believed with Rousseau in the
natural goodness of human nature and the
corrupting influence of the society. He also
supported Rousseau’s idea on individual
differences in readiness to learn.
Pestalozzi (1746 – 1827)
 Perhaps more than Rousseau, Pestalozzi
recognized the importance of human emotions in
the learning process. It was important, he
believed that the child be given feelings of self-
respect and emotional security. It was also
important that the teachers should treat the
students with love.
 Like Comenius, Pestalozzi believed that

instruction should begin with the concrete and

proceed to the abstract.
 Method: learn by experience and observation
Herbart (1776 – 1841)
 One of the Prussian educators who studied under
Pestalozzi was Johann Friedrich Herbart. Herbart
believed that the aim of education should be the
development of moral character. His pedagogical
theory included three key concepts: interest,
appreciation, and correlation.
 Herbart maintained that any suitable material

could be learned if presented systematically.

 Central Idea: ideas are developed in the mind

through external stimuli

 Teacher’s Task: select an idea that arouses the

interest of the learner

Herbart (1776 – 1841)
 The five steps in the Herbartian methodology included:
 Preparation – preparing the student to receive the new

material by arousing interest or recalling past material or

experiences;
 Presentation – presenting the new material;
 Association – combining old and new materials;

 Generalization – formulating general ideas or principles;

and
 Application – applying the ideas or principles to new

situations.
Advocated CULTURE EPOCH THEORY – learning goes
along with the growth and development of culture
FROEBEL (1782 – 1852)
 Friedrich Froebel was the third member of the 19th
century’s famous “pedagogical triumvirate” and broke
with subject-centered instruction and created a new
concern for the child.
 Froebel is known for the establishment in 1887 of the first

kindergarten and for providing the theoretical bases for

early childhood education.
 Emphasis: creative self development and spontaneous

activity
 Function of a Teacher: promote the growth of the child in

its own inner laws of growth

FROEBEL (1782 – 1852)
 According to Froebel, the primary aim of school
should be self-development through self-
expression.
 Self-expression take place through games,

singing, or any number of creative and

spontaneous activities, which were to be part of
an activity curriculum.
 Froebel was also concerned with the development

of creativity in children. He viewed the classroom

as a miniature society in which children learned
social cooperation.
JOHN DEWEY
 Brought a new concept of social function of education – Experimental
 Two Principles:
a. School is a preparation for life
b. School cannot be a preparation for social life except as it produces the
typical conditions of life
AIM: education must start with the interests, activities and experiences
of the child
PROCESS: reconstructing that experience through sharing and
participating in a group and social activities in order to develop
intelligent members of democracy
EDUCATION IN ANCIENT SOC
IETIES
Social Dimensions
Professional Education

GOD BLESS YOU ALL !!!