Philippine Normal University North Luzon Teaching Profession PDF

THIS COURSEPACK IS FOR PNU NL USE ONLY 1 NO PART OF THIS MATERIAL MAY BE REPRODUCED  VISION PNU North Luzon is an internationally recognized and nationally responsive teacher education university specializing in living traditions and indigen...

THIS COURSEPACK IS FOR PNU NL USE ONLY 1 NO PART OF THIS MATERIAL MAY BE REPRODUCED  VISION PNU North Luzon is an internationally recognized and nationally responsive teacher education university specializing in living traditions and indigenous education. Ang Pamantasang Normal ng Pilipinas Hilagang Luzon ay kinikilala sa sandaigdigan bilang pambansang pamantasan na tumutugon sa edukasyong pangguro na dalubhasa sa mga nakagawiang tradisyon at katutubong edukasyon. Ti Philippine Normal University North Luzon ket mabigbigbig iti sangalubungan kas pagadalan ti pagilian a mangisayangkat para kadagiti manursuro nga eksperto iti kannawidan nga edukasion ken tradision. MISSION PNU North Luzon is dedicated to nurturing innovative teachers and education leaders. Ang Pamantasang Normal ng Pilipinas HilagangLuzon ay nakatuon sa paghubog ng mga makabagong guro at namumuno sa edukasyon. Ti Philippine Normal University North Luzon ket napudno a mangpatanor kadagiti nalalaing a manursuro ken mangidadaulo ti edukasion. THIS COURSEPACK IS FOR PNU NL USE ONLY 2 NO PART OF THIS MATERIAL MAY BE REPRODUCED  HONOR CODE PNU North Luzon is a Teacher Education Institution devoted to learning and the creation of knowledge. As a student and part of the PNUNL family, I value the importance of integrity and meaningful collaboration. Thus, I hold honesty in the representation of my work and in my interactions with teachers, fellow students and members of the community when needed. I devote myself into utilizing this course pack with utmost care, love and truthfulness despite the challenge of the current pandemic. I further understand that I am deemed to use this course pack with honesty in accordance with the policies and standards of PNUNL. Ti Philippine Normal University North Luzon ket maysa nga institusyon nga napudno a mangpatanor kadagiti nalalaing a manursuro ken mangidadaulo ti edukasion. Kas maysa nga agad-adal ken miyembro iti pamilya iti PNUNL, ammok ti bileg ti kinapudno iti panagadal ken pannakidanggay. Tartarigagayanmi ti kinapudno kadagiti amin nga aramid ko ken ti pannakitakunaynayko kadagiti manursuro, kadwak nga agad-adal ken miyembro iti komunidad. Kas maysa nga agad-adal ipaay ko amin a kabailan nga ilalaemko ken ingngungutek daytoy a course pack bayat ti innak panagadal ita nga panawen ti pandemya. Ikarik nga usarin dagitoy nga materyeles iti nasayaat a wagas nga maitutup iti paglintegan ken pagannurutan iti PNU. THIS COURSEPACK IS FOR PNU NL USE ONLY 3 NO PART OF THIS MATERIAL MAY BE REPRODUCED  I. Course Pack Overview One of the subjects in the Professional Education courses is Teaching Profession. Teaching Profession (2PROFED 01), is an introductory course in all the teacher education programs. The course introduces the pre-service teachers to the nature of education and teaching profession. This learning material was developed to provide the pre-service teachers a comprehensive understanding and background on the historical, philosophical, sociological, anthropological, and ethical-legal foundations of education. it is composed of three (3) modules, which is congruent to the course intended learning outcomes you must develop after accomplishing the material. Discussion on the history and evolution of education and their contribution to education and civilization, socio-cultural values, ethical and legal principles related to the practice of the teaching profession highlight the course pack. It is expected that at the end of the course you have achieved the learning outcomes and accomplished the learning tasks prepared by the teacher in the module. At the end, the teacher expects the pre-service teacher to have evolved his/her own philosophy and have chosen core values that uphold the dignity of the teaching profession. Course Framework a. Panagiladawan ti Kurso (Course Description) This course introduces the educational philosophies and the teachers’ professional ethics, rights, responsibilities, and core values that uphold the dignity of the teaching profession in the context of national and global teacher standards. In this course, pre-service teachers are guided to build their own philosophy of education relevant to their professional role as teachers and reflective of their personal high regard for the teaching profession. In the end, the pre- service teachers are expected to apply the ethical and legal principles in analyzing cases related to the practice of the teaching profession and in making education-related decisions. b. Dagiti Tarigagayen nga Pagbanagan Kalpasan ti Kurso (Course Intended Learning Outcomes) 1. Demonstrate adequate knowledge on the educational conception of education, beliefs, and practices from earliest beginnings integrating their implications to the present educational system 1.1.1 Demonstrate content knowledge and its application within and/or across curriculum areas. (PPST) 2. Recognize indigenous knowledge and its integration to life sustaining educational activities. (Hubness) 3. Identify the different educational conceptions of the Philippine educational system and their salient features. 4. Manifest understanding of the philosophies and educational theories and their implications to the present educational system. 5. Acquire and analyze knowledge on how various societal and cultural factors influence and shape Philippine education. 1.5.1 Apply teaching strategies that develop critical and creative thinking, and/or higher-order thinking skills (PPST) c. Entry Standards Students are expected to exhibit the following knowledge, skills and attitudes: 1. A thorough knowledge of the nature of the learner- the center of the educative process; 2. Finished the course General Psychology which provides a scientific study of human behavior, learning, motivation and cognition; 3. Ability to think and work independently; 4. Ability to persevere and complete learning tasks or activities in the course; and THIS COURSEPACK IS FOR PNU NL USE ONLY 1 NO PART OF THIS MATERIAL MAY BE REPRODUCED 5. Positive attitude towards college work d. Class Limitations 1. The learner’s inability to acquire gadgets like laptop, cellphone, iPod and computer to be used in the conduct of the online sessions 2. The occurrence of weak, slow and unstable internet connectivity and power interruptions which would restrict and hamper the conduct of online sessions e. Dagiti Manursuru (Teacher Faculty in-charge and Assessors) Teacher Faculty In Charge Assessors Olive Joy F. Andaya, Ed.D. Assessment Committee Nicette N. Ganal, Ed.D. The First year OBTECNL classes, sections 1 ,2, 3, 4, and 5 will use this module. f. Dagiti Maaramat nga Banag iti Panagisuro (Teaching Facilities and Equipment) Teaching Facilities and Equipment Description Laptop/Desktop/iPod Is portable electronic device used both by the teacher and students in the sessions. It allows students and teachers to access information they get through internet connection. Cellphone Device that allows the teacher and students to send and receive text messages, emails, photos, listen to music as well as access the Internet. Internet Access It is a global network that connects computer systems across the world. Is the ability of an individual or groups to connect to the Internet using computer, computer terminals and other devices; and to access services such as emails and the World Wide Web or www. g. Learning Management Tools Description Zoom Meeting Zoom meeting is a cloud-based video communication apps that allows you to set up virtual video and audio conferencing, webinars, live chats, screen sharing, and other collaborative capabilities. Google Meet Google meet, also known as Google Hangouts Meet, is built to let dozens of students join the same virtual meeting, and speak or share video with their classmates. It is meant for use by teachers to conduct and engage with their students THIS COURSEPACK IS FOR PNU NL USE ONLY 2 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Facebook It is a social media or networking site that makes is easy for and individual to connect and share with family and friends. In the module, Facebook allows registered students to create profiles, upload photos and videos, an send reports, examination answer sheets and other reports to be submitted online to the teacher. Messenger These are apps and platforms that enable instant messaging. It is a management tool that allows friends and members of Facebook to converse with each other. In the module, messenger is used in discussing topics during the synchronous sessions. h. Wagas iti Panagisuro (Mode of Delivery of Instruction) Synchronous online discussion via zoom, Google Meet, Facebook group chat, and FB messenger i. Wagas ti Panagkeddeng (Course Assessment) The students will be assessed on the following:  Attendance and active participation on synchronous online discussion  Output of the different learning tasks in each lesson e.g. Reflection paper, Term paper, Technical paper, video/poster Rubrics: Topic Focus 25% Depths of Discussion 25 % Integration of knowledge 25% Reflection 35%  Posttest after each module  Final examination II. Balabala ti Kurso (Course Outline) The course pack has three (3) modules containing eight (8) separate lessons. The students have to finish these lessons for the duration of the entire term. Module 1 discusses the historical foundations of education in the global and local perspective and includes the following topics intended for six (6) weeks: early conception of education, Medieval culture and education, Renaissance education, and the history of the Philippine educational system. Module 2 introduces the philosophical foundations of education and includes the following topics intended for three (3) weeks: major Philosophical thoughts, Educational Philosophies/Theories, and Eastern and Oriental Philosophies. Module 3 presents the Sociological, Anthropological, and Ethical-legal foundations of education and includes the following topics intended to be discussed for two (2) weeks. Clearing house of ideas and preparation for the conduct of final examination is scheduled on the twelfth week of the term. It is presumed that all deliverables and requirements of the course are submitted by the students before the term ends. THIS COURSEPACK IS FOR PNU NL USE ONLY 3 NO PART OF THIS MATERIAL MAY BE REPRODUCED III. Panawen nga Naikeddeng Para iti Kurso (Course Time Table) Instructional Delivery Week Content Student Activity Faculty Activity Online Asynchronous Synchronous 3.5 hours/week 1 hour /week 1 Course Orientation Presentation and -Take -Orient students discussion via the pretest in on the use of the zoom Module 1 for module lessons 1 and 2 via messenger or -Prepare email guidelines in preparing and submitting learning tasks -Check students individual email and FB account -Ask students if they have a copy of the Course pack via messenger 2 Unit I. Historical Foundations of -Read the lessons -Check the Education Presentation and in Module 1 in attendance of the Early Conception of education discussion of advance. students -Education of Primitive societies lesson 1 via zoom -Sumerian education -Conduct google -Get feedbacks -Egyptian education search on the from students re: -Chinese education topics in addition problems and -Greek: Athenian and Spartan to the Module challenges Education encountered -Roman education -Accomplish and submit learning -Check pretest in task #1 to the Module 1 lessons professor’s email 1 and 2 3 Medieval Culture and education Discussion of the -Assign advance -Check submitted -Jesus teachings lesson 2 via zoom reading for lesson students’ output -Early Christian education 3 in module 1 in learning task -Medieval Institutions #1 Monasticism, Scholasticism, -Accomplish and Chivalric and Guild system submit learning -Provide feedback -Saracenic education task #2 to the and result in professor’s email learning task 1 -Conduct posttest in Module 1 lessons 1 and 2 4-5 Renaissance Education Presentation and - Take the pretest -Monitor students’ -Individualistic Humanism discussion of in Module 1 activities through -Social Humanism lesson 3 via zoom lessons 3 and 4 FB & messenger -Protestant Reformation -Catholic counter-reformation -Download links -Check submitted -Literary Realism provided in the students’ output in -Social Realism module for learning task #2 -Sense Realism additional -Education as Formal Discipline readings and -Give feedback on accomplish the students’ output exercises on task #2 -Accomplish and -Check posttest in submit learning Module 1 lessons task in Module 1 3 and 4 THIS COURSEPACK IS FOR PNU NL USE ONLY 4 NO PART OF THIS MATERIAL MAY BE REPRODUCED  lesson 3 to the professor’s email 6-7 History of Philippine Educational Presentation and -Check links Monitor students’ System discussion of provided in the activities through -Pre-Spanish period lesson 4 via zoom module and the FB accounts or -Spanish period download messenger -American period additional readings -Commonwealth period and accomplish the -Check submitted -Japanese Occupation exercises students’ output in -Education during the Republic learning task #1 -New Society -Take the posttest of lesson 3 -1986-2020 in Module 1 -21st Century -Give feedback on students’ output in task #1 through student’s email 8 Unit II. Philosophical Foundations Discussion of -Take pretest in -Monitor of Education lesson 1 in Module Module 2 additional Major Philosophical Thoughts 2 via zoom readings and Idealism, Realism, Naturalism, -Read thoroughly reports of Pragmatism, Existentialism the different students via FB topics provided in group chat or Educational Philosophies/ Theories the module messenger Perennialism, Essentialism, Progressivism, Reconstructionism, -Answer exercises -Check posttest in Filipino Indigenous philosophies at the end of the Module 1 and lesson provide feedback via student’s email 9 Unit II. Philosophical Foundations Discussion of -Download the -Check submitted of Education lesson 2 in Module document and student’s output/ Eastern/Oriental Philosophies 2 via zoom check links exercises Confucianism, Shintoism, Hinduism provided in the Islam, Christianity module for -Check pretest in additional readings Module 2 and Filipino Philosopher and accomplish the give feedbacks to Jose Rizal, Apolinarion Mabini, exercises students vis Manuel L. Quezon, Camilo Osias, messenger/email George BocoboT.H. Pardo De -Take posttest in Tavera, Rafael Palma, Francisco Module 2 Benitez, Venancio Trinidad 10 Unit III Sociological, Presentation and -Take the pretest in -Check exercises Anthropological, and Legal discussion of Module 3 on the additional Foundations of Education lesson 1 in Module reading of 3 via zoom -Download links students Socio-Anthropological provided in the -Basic concepts: Sociology, module for -Check posttest in Anthropology additional Module 2 -Society, groups, social institutions readings and The school as an institution accomplish the -Monitor students’ Education and society exercises accomplishment -Socialization: agents, functions, reports and Types learning tasks -Social stratification -Accomplish through FB group -Social organization: role and status learning task #1 in chat -Social norms: prescriptive and Module 3 Proscriptive -Social processes 11 Unit III Sociological, Presentation and -Accomplish -Check submitted Anthropological, and Legal discussion of learning task #1 students’ output Foundations of Education lesson 2 in Module for lesson 2 in in Module 3 Culture: characteristics, functions, 3 via zoom Module 3 learning task #1 mechanism, concepts related to culture -Take posttest in -Check pretest in -Filipino cultural values Module 3 Module 3 and give feedbacks THIS COURSEPACK IS FOR PNU NL USE ONLY 5 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Legal Foundations of Education Legal bases of Education Other laws, acts and orders 12 Final Examination Students will take -Check posttest in the examination Module 3 and via online give feedback -Check course requirements and exercises/tasks submitted. -Check Final Examination IV. Plano ti Panagkeddeng (Assessment Plan) Table of Specifications: Module 1 (Lessons 1, 2, 3, and 4) Pretest Total Posttest Total Remembering 15, 18, 21, 23 4 8, 9, 14, 16 4 Understanding 4, 5, 6, 11, 17, 19, 20, 4, 5, 6, 10, 11, 13, 15, 12 22, 24 9 17, 19, 21, 23, 25 Applying 3, 7, 12, 13, 14 5 7, 2 2 Analyzing 1, 2, 8, 9, 10, 25 6 1, 3, 12, 18, 20, 22, 24 7 Evaluating 16 1 Total 25 25 Table of Specifications: Module 2 (Lessons 1 and 2) Pretest Total Posttest Total Remembering 1, 2, 3, 4, 5, ,6, 8, 9, 18 7, 17, 18, 19, 20, 21, 22, 23 10, 11, 12, 13, 14, 15, 25, 26, 27, 28, 29, 30, 16, 17, 18, 19 32, 34, 35, 37, 39, 40, 41, 45, 46, 47 Understanding 3, 5, 8, 10, 16, 23, 24, 9 33, 44 Applying 1, 1 Analyzing 7, 20 2 2, 9, 12, 14, 15, 31, 36, 10 38, 42, 43, Evaluating 11, 13, 2 Creating 4, 6, 2 Total 20 47 Table of Specifications: Module 3 (Lessons 1 and 2) Pretest Total Posttest Total Remembering 23 1 11 1 Understanding 3, 5, 14, 17, 18, 19, 7 2, 11, 14, 18, 21, 23 6 21 Applying 2, 4, 6, 9, 12, 15 6 8, 9, 10, 16, 12, 19 6 Analyzing 1, 7,8,10, 13, 16, 20, 10 1, 2, 3, 5, 6, 7, 13, 17, 11 22, 24, 25 20, 24, 25 Evaluating 11 1 1 1 Total 25 25 THIS COURSEPACK IS FOR PNU NL USE ONLY 6 NO PART OF THIS MATERIAL MAY BE REPRODUCED Table of Specifications: Final Examination/Assessment Levels Item Distribution Total Remembering 5, 10, 13, 14, 18, 19, 21, 31, 33 40, 42, 20 50, 56, 57, 61, 62, 63, 65, 69, 70 Understanding 4, 8, 11, 12, 15, 16, 20, 22, 24, 26, 27, 27 28, 30, 39, 41, 54, 55, 58, 60, 64, 68, 71, 72, 76, 83, 88, 89 Applying 3, 9, 17, 32, 34, 35, 36, 45, 48, 49, 51, 18 52, 63, 75, 77, 79, 84, 85 Analyzing 1, 2, 6, 7, 23, 25, 29, 43, 46, 47, 53, 59, 22 66, 67, 74, 78, 80, 81, 82, 86, 87, 90 Evaluating 37, 38, 44 3 Total 90 V. Dagiti Bilbilin (General Instruction) 1. The Module takes the place of the professor in the learning process. Hence, it is advised that you read and study it with sound purpose, direction and motivation. 2. Read the Module progressively for better analysis and integration. 3. Observe integrity, honesty and commitment in studying the Module. You may read other related facts and information surrounding the lesson for further enrichment and for you to gain a deeper and significant knowledge and evaluation. 4. The Module is in proper order upon receiving it. The authors exerted effort and considerable amount of time in preparing the material. Hence, you are earnestly requested to maintain its full form and condition. Please NEVER make any unnecessary marks or stain on the Module. 5. Explore and enjoy your learning journey on the Modules. THIS COURSEPACK IS FOR PNU NL USE ONLY 7 NO PART OF THIS MATERIAL MAY BE REPRODUCED  MODULE 1 Linking The Past and Present Education Pacauna (Introduction) Welcome to this module on Linking the Past and Present Education. It is of fundamental importance to explore the past events and developments in education. Knowledge of the past is the key to understanding the present. History deals with the past, but this past is the history of the present (Dewey, 1985). This module tries to walk you through comprehensive background on the historical development and evolution of education in global and local perspectives, and trace back and analyze the different periods in the history of education of the world and the Philippines. This module primarily provides prospective teachers with background knowledge and understanding of the past events and developments in education. There are four lessons in this module. Lesson 1 deals with the early conception of education from primitive societies to Orientals, Greek, and Roman civilization. Lesson 2 relates to Medieval culture and education. Lesson 3 and 4 deals on the education during the Renaissance period, and the history and evolution of Philippine educational system respectively. At the end of each lessons, prospective teachers are expected to examine critically the various aspects of the past educational processes which education plays in the transformation of the school in particular and the society in general. The overview of the module is presented below. HISTORICAL FOUNDATIONS Early Conception of Medieval Culture Education during the Philippine Education and Education Renaissance Period Educational System Primitive Societies Jesus Teachings Individual Humanism Pre-Spanish Sumerian Early Christian Social Humanism Spanish Egyptian Education Protestant reformation American Chinese Monasticism Catholic Counter- Commonwealth Greek: Spartan Scholasticism reformation Japanese Athenian Chivalric education Social realism New Society Roman Guild system Sense realism 1986-2000 Saracens Education as formal 21st Century discipline THIS COURSEPACK IS FOR PNU NL USE ONLY 8 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Dagiti Tarigagayen nga Pagbanagan Kalpasan ti Leksyon (Target Learning Outcomes/ Content Intended Learning Outcomes) At the end of the lessons, the students are expected to: 1. Trace the historical development of education and their implications to the present educational system; 2. Demonstrate adequate knowledge on the educational beliefs and practices from earliest beginnings; 3. Compare and analyze the different educational conceptions by citing each of their salient features and significant contribution to education; 4. Interpret educational problems in the light of philosophical foundations of education; 5. Identify indigenous educational practices in every educational period in the Philippines. Nasisita nga Saludsud (Essential Questions) 1. Do you believe that education is undergoing evolution. Cite evidences or realities of this truth. 2. How can these changes be interpreted in various teaching and learning situations? 3. What are some social problems of the present educational system? Analyze the cause- and-effect relationship of these problems? What possible solution can you suggest to solve or minimize these problems? THIS COURSEPACK IS FOR PNU NL USE ONLY 9 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Pannubok Sakbay ti Leksyon (Pretest) Read and analyze each item and select the correct option that answers each question. Write only the letter of your choice in your answer sheet. 1. Which of the following best describe the education during the primitive times? A. Purely informal and incidental C. Popular education for the masses B. Rich in religious teaching D. Static and traditional 2. Education for tribal community suggests what function of education? A. Train the individual to act in harmony with others B. Develop variations among individual C. Develop good citizens D. Help man get a living 3. Confucius, the greatest teacher, made use of the Socratic method. Which of the following describe the method? A. Using memory devices-visual, auditory B. Developing ideas through association C. Developing ideas through oral questioning D. Using objects to visualize meanings 4. An early Christian method that require the pupils to memorize the answer to set of questions and recite the answers to the teacher. What method is described? A. Inspiration method C. Parable method B. Gnomic method D. Catechetical method 5. What is the art of giving birth to new ideas according to Socrates? A. Dialectics C. Maieutics B. Peripathetic D. Laconic speech 6. One of the earliest methods used during the primitive period that was based on the theory that education is a product of man’s adjustment to the nature. A. Unconscious imitation C. Trial and error B. Organic method D. Indoctrination 7. Teacher Miguel demonstrated the technique on how to group students according to their needs and interests and how to use self-paced instructional materials. Which philosophy is manifested in this activity? A. Essentialism C. Realism B. Progressivism D. Social Reconstructionism 8. On the content of the teaching of Jesus, which statement is NOT correct? A. Teach only the essential. B. Only fundamental-universal truth matter. C. There were subjects in the curriculum. D. His instruction was His own radiant personality. 9. Rousseau claimed that education should be according to nature. In this case, what does following the nature mean? A. To treat the child according to the laws of its growth B. To treat the child as a noble savage C. To treat childhood as preparation for adulthood D. To treat the child as miniature adults THIS COURSEPACK IS FOR PNU NL USE ONLY 10 NO PART OF THIS MATERIAL MAY BE REPRODUCED 10. The Roman conception of education was utilitarian. With this concept, what is the chief function of education? A. To satisfy individual or group goal B. To promote the well-being of the greatest number C. To meet the basic human needs D. All of these are equally important 11. Concerning the goal of education in the Philippines, it is accurately said that the overall emphasis is placed on- A. The development of sound mind and sound body B. The study of civics and culture C. National socio-economic development D. Fitting the individual for gainful employment 12. Which of the following methods give the student opportunities to apply what they learned in a more natural setting? A. Apprenticeship C. Dictation B. Exposition D. Imitation 13. Ms. Mayo, a Values Education teacher, puts so much significance on values development and discipline. What could be her educational philosophy? A. Pragmatism C. Idealism B. Progressivism D. Realism 14. What is the curriculum of the primitives? A. Practical education C. Mother nature B. Totemic symbols D. Initiation 15. What is the union of harmony of thought and emotional experience through music and harmony of physical development? A. Gymnastics C. Wrestling B. Music D. Dancing 16. Which describes best a man with disciplined mind? A. A man who is able to read and write legibly B. A man whose higher intellectual powers are developed C. A man equipped with intellectual means to deal with problems that confronts him D. A man who has greater ability to use his intellectual powers for controlling his emotions 17. To what historical origin does Military education in schools found? A. Roman education C. Saracenic education B. Spartan education D. Athenian education 18. What is the ideal of the perfect man that is exemplified by Achilles? A. Man of wisdom C. Man of honor B. Man of action D. Man of integrity 19. These are aristocratic members of the upper class who were interested in the training of the children for active participation in public life. A. Sense realist C. Social realist THIS COURSEPACK IS FOR PNU NL USE ONLY 11 NO PART OF THIS MATERIAL MAY BE REPRODUCED  B. Verbal realist D. all of these 20. What principle of monasticism that stresses denial to all claims of social and human institutions? A. Bodily mortification C. Self-denial B. World renunciation D. Poverty and simplicity in life 21. At what period of education was the double-single session introduced in the educational system? A. Spanish period C. American period B. Japanese period D. Commonwealth period 22. What is the aim of education during the New Society (1872-1986)? A. Full realization of the democratic ideals and way of life B. Aim for national development C. Promote national development and values education D. To give emphasis on the dignity of labor 23. What program covering kindergarten and 12 years of basic education provide sufficient time for mastery of concepts and skills and develop lifelong learners? A. Kindergarten program C. Basic Education Program B. K to 12 Program D. Secondary Education Program 24. One of the medieval concepts of education which emphasized military training as well as social and etiquette training? A. Monasticism C. Humanism B. Scholasticism D. Chivalric 25. In order to make Roman education truly utilitarian, how should the day-to-day lessons be taught to pupils? A. Taught in the pupil’s native tongue B. Taught interestingly through play method C. Related and linked to the events happening in everyday life D. Practiced at home under the guidance of respective parents THIS COURSEPACK IS FOR PNU NL USE ONLY 12 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Umuna nga Leksyon : The Early Conception of Education (Lesson 1) Panangipakaamo ti Leksyon (Lesson Introduction) Lesson 1 deals with the origins of our educational heritage. It focuses on the analysis of the historical development and evolution of education in a global perspective. Pre-service teachers will trace back the different periods starting from the primitive societies, Sumerians, down to Roman civilization. Panangpalawag, Panangsingaysingay ken Pannakabinsa-binsa kadagiti Kapanunutan Maigapu iti Leksyon (Discussion and Learning Activities) Preparation (Panagsagana) Class, why should prospective teachers study the history of education? I would like you to focus in the discussion of the topics in order to answer this question. Presentation (Panangiwayat kadagiti Iket) Today we will discuss the early conception of education beginning from the primitive societies. As you explore the material, there are prepared learning tasks of which you are expected to accomplish. Discussion and Abstraction (Panagkalap) We start our lesson with the primitive societies down to Greek education. Discussion of the lesson centers on the aims of education, types, content to be studied, method of instruction, organization, and their contribution to education. Topic: Early Conception of Education Education of Primitive Societies Life among primitive or tribal people was very simple. Their means of livelihood were hunting and gathering wild fruits and vegetables. They lived in crude huts, had few or no contacts at all with other people in other places which made them prone to superstitious beliefs. The agencies of education are home and the environment. Characteristics of Primitive Education Primitive culture is The main objective of primitive activities is to feed, clothe, relatively simple shelter and protect himself and those dependent on him. Has relatively narrow Because of the tribes’ limited cultural contacts, primitive social and cultural contacts peoples are extraordinarily conservative and prone to superstition. They cling with great tenacity to old ideas and ways of behavior. Their world is peopled with unseen beings, ghosts, spirits, and deities. Famine, illness, accidents and natural calamities are attributed to actions of ill-disposed spirits. The safety of the family or group depends on the faithfulness on how religious ceremonies are performed. Organization of primitive The organization is tribal not political so that one function of life is tribal education is to enable one to live with his families and relatives. Presence of art and The primitives possess arts and information but they lack the information methods by which they are collected and made available for THIS COURSEPACK IS FOR PNU NL USE ONLY 13 NO PART OF THIS MATERIAL MAY BE REPRODUCED  use. They have stories, songs, implements and institutions but their educational activities are directed to the transmission of learning and not to the learner’s development or the increase of knowledge or the discovery of new skills. Absence of reading and There was no system of writing and reading among the writing primitives, no school, and no method of education that is consciously recognized. Aims of Primitive Education  Security and survival. The primitive people aimed to survive and be secure from dangers that could be inflicted like natural phenomena such as folds, earthquakes, lightning and fires; evils spirits which were believed to cause harm and illnesses if displeased; and hunger brought about by the scarcity of food.  Conformity. This aim was for social approval but the main reason was for the interest of the whole group. If one deviated from the usual tribal practices, some evil spirits might be displeased and would bring misfortune to the whole group. Hence, the interest of one was sacrificed for the interest of the group.  Preservation and transmission of traditions. The primitives believed that the ways they were doing things were the best and they wanted to preserve such culture and be transmitted to the incoming generation. This becomes later the basis of their theoretical education. Methods of Instruction Children learn through enculturation. Parents or elders impose skills, knowledge and attitudes upon the children. The mother should teach her daughters domestic tasks like cooking and child rearing while the father teaches his son how to fish and hunt wild animals. The primitive children also learn through observation and imitation. Children observe what their parents do and then imitated them. Other ways are tell-me-and-show me. Here parents instruct their children what they ought to do and then demonstrate how to do it. This is lecture- demonstration method nowadays. Participation was almost obligatory for everyone in the performance of religious rituals and ceremonies. Types of education  Practical/Vocational education- skills in procuring the necessities of life like hunting, constructing a hut  Theoretical education- general body of knowledge and beliefs which constitute the interpretation of life’s experiences that are transmitted to the younger generation  Religious/animistic- how to participate in rituals to appease spirits The outstanding contribution: The primitive man started the rudiments of education from which evolved the modern educational system of today. Sumerian Education Sumeria is within Iraq. The Sumerians, particularly the priests were commercial people. Their king called patesi was their temporal and spiritual leader. Their system of writing was cuneiform, consisting of wedge-shaped characters where the different positions of the wedges conveyed ideas. Education is not universal especially in higher education. Aims of Education  Training of scribes. The scribes were trained to do ecclesiastical work in the temples which was mostly writing. THIS COURSEPACK IS FOR PNU NL USE ONLY 14 NO PART OF THIS MATERIAL MAY BE REPRODUCED   Training of bookkeepers. The Sumerians were commercial people. They needed bookkeepers to record their multifarious business transactions. Since the priests were also business leaders, the scribes and the bookkeepers were mostly the same persons doing the recording.  Training of teachers. One of the aims of Sumerian education is the training of teachers. There were already teachers who needed to be trained at about 3000 B.C.  Training the learners to be good. Among the aims of the Sumerian education was to train the learners to be good and to do good things especially to their god and to humanity called namlulu. In doing so, the learners would be called good by their god and by the people. Methods of Instruction  Imitation and copying The method of instruction was mainly imitation and copying. The students just imitated by copying what the teacher had written followed by minimal explanation.  Preparation of tablets The main task of the learners was the preparation of tablets that dealt with their lessons. Pupils who failed to prepare the tablets were punished by the school teacher called School Father or ummia. The pupil was called school son. The brighter pupils acted as assistant teacher or monitors. They had stern discipline. Types of Education Writing education The children pressed the cuneiform characters into soft clay which were then baked in the sun to become tablets. Many of these tablets preserved and handed down to us contained many facts about ancient history. Mathematics There was little arithmetic which most likely included counting and education operations of low digit numbers. Language education There was little grammar but the great bulk of the work was giving names to many things, thus enriching their vocabulary. Vocational education This was mainly apprenticeship for the workers and slaves. Today this is called the on the job training and practicum or practice teaching in teacher education. Professional The discovery of surgical instruments indicated that the Sumerians education studied and practiced medicine and surgery. They also had law, astronomy, and architecture. Art education They had poetry, epics, essays, fables, music, jewelry designing, sculpture and architecture. Contributions to Education The Sumerian’s outstanding contribution to education and civilization was its cuneiform writing which became the medium of instruction and commercial language of the ancient world. Egyptian Education The government of Egypt was autocratic, ruled by a king called Pharaoh who has absolute power. The land was owned by the Pharaoh who divided it among his nobles and the priests who owned large portions of the land for religious purposes. The common people tilled the land and gave large portions of their products to their overlords, nobles and priests. The Egyptians invented the oldest system of writing called hieroglyphics. They excelled in practical arts and sciences. Egyptian education was the forerunner of vocational education. THIS COURSEPACK IS FOR PNU NL USE ONLY 15 NO PART OF THIS MATERIAL MAY BE REPRODUCED Aims of education  Training of scribes. The scribes were in great demand to record the transactions of ecclesiastical and commercial business. This was the most coveted profession at that time.  Religious. The aim was to inculcate proper respect for the gods and the pharaoh who was also considered as god.  Utilitarian. The Egyptian father wanted to transfer to his son his skills in his occupation and the mother to her daughter the skills in housekeeping.  Preservation of cultural pattern. Those in-charge of Egyptian education, the nobles and priests, wanted to preserve their cultural patterns, the Egyptian civilization. Methods of Instruction Apprenticeship This was the dominant method used especially in the lower and vocational schools. This method nowadays is similar to on-job training and internship or practicum. Dictation, memorization, These were standard practices in teaching in the lower grades. copying, imitation, These methods are in the lower level in the cognitive domain. repetition Observation and Although some lay teachers were allowed to teach in the lower participation schools, the teachers in the temple and higher schools were always priests and scribes. Flogging was used to penalize failure to learn. Contributions to Education The outstanding contribution of Egyptians were the geometrical measurement and surveying. They were the first to use these two mathematical techniques and their mastery was due to the annual inundation of their fields by the Nile river. Another contribution of the Egyptians to humanity was the art/process of mummification. Chinese Education (3000 BC-1900 A.D.) Aims of Chinese Education  Preservation of the past. The most important aim of education among the Chinese is to preserve their own cultural system through the precedent, history, and strict observance of customs and traditions.  Maintain the status quo. Chinese wants to maintain their cultural practices. They do not allow themselves to be influenced by other cultures in the world. This is the reason why China is called the “Sleeping giant”. Types of Education Elementary School The child started school at the age of seven. Training was. exceedingly formalized and rigorous. School began at sunrise and ended at about five in the afternoon with only one hour for luncheon. School sessions were held throughout the year. Higher School This school was mainly preparation for taking the government examination. Language Education The Chinese language has very many characters each of which represents an idea. These characters had to be mastered or memorized. Military Education This type of education was for defense and aggression purposes. China as one was a big empire due to its neighboring territories. Vocational and Trade skills had to be acquired by men and domestic skills by women Domestic Education whose only roles were to serve their men and bear children. THIS COURSEPACK IS FOR PNU NL USE ONLY 16 NO PART OF THIS MATERIAL MAY BE REPRODUCED Content of Curriculum The following books which contained maxims and doctrines of ethical and political nature had to be mastered by the student in order to be able to hold any official position in the government or state.  The Four Books contained the conversations between Confucius and his disciples. They are rich in various maxims and doctrines ethical and political in nature, which make up the Chinese Bible, a guide to daily conduct.  The Five Classics. This book consists of the book of Odes, Book of Documents, Book of Changes, Book of Rites, and the Spring and Autumn annals. Such books were the basis of the civil service examination in imperial China and can be considered the Confucian canon.  Literary composition- is the final test of the educated person and to the Chinese this is the noblest achievement of the human mind Methods of instruction The Confucian method Teaching was not confined in the classroom. Outdoor teaching was prevalent. This method inspires students to stimulate their learning potentials. Students do most of the talking whenever possible, while the teacher facilitates and asks higher order thinking questions. Direct and exact imitation This method is used in writing many Chinese characters. School. work is devoted to committing to memory the characters of a series of six-text books. Purely training of the Under some teachers, the whole time in school was devoted to memory. memorization. The Chinese characters used in writing, the Classics, and the Four Books and other learning materials had to be memorized thoroughly. Organization of Education  System of school Schools were private, schoolhouses are kept in any vacant room of a private house, of a temple of public building most often Confucian temple. The schoolboy must devote his time to learning and is disgraced by any labor or even amusements. In higher schools, students study the commentary and practice in essay writing to prepare them for the examination.  System of Examination This is the central feature of the Chinese educational system. The examination consists of writing verse and prose essays on various themes taken from the sacred writings. The essays of the first examination must be completed in one day, though the contest is often repeated. Those for the second examination take three days; those for the third take thirteen days. Each examination, successfully passed, carries its own rewards, in the form of decorations of dress and of the household dwelling, in the right to honored places at feasts and public occasions, and in exemption from corporal punishment. The kinds of examinations are: 1st-Flowering talent which is completed in a day; 2 nd Promoted Man, completed in three days; and 3 rd - the Entered scholar or Fit for office, for 13 days. Contributions to Education The outstanding contribution of the Chinese to education is the administration of civil service examination. This has been adopted by almost all countries in the world today. THIS COURSEPACK IS FOR PNU NL USE ONLY 17 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Abstraction As prospective teachers, why is it important to study the history of education? Application (Pannakaipakat ti Naadal) After you have gone through the lessons, you are now ready to answer following exercises in activity 1, 2, and 3. Activity 1. Reflection Paper How do children of primitive societies learn? What is the relevance of these learnings/knowledge of today? Periods Methods of Learning Relevance Reflection Primitives Rubrics/Criteria: Topic focus 30 % Depths of discussion 40 % Reflection 30 % (Use font 11,Calibri, landscape, A4) Output should be submitted online Greek Education The two-fold ideal of the Greeks are: unity of “man of wisdom” which is exemplified by Odysseus or Ulysses; and “man of action” which is exemplified by Achilles. This is the dominant philosophy of the time. Mind and body are held in high esteem meaning all around physical, mental, moral individual excellence. The Greeks introduced the concept of liberal education. An education that is essential for work, citizenship and life. Before the discussion, I would like you to focus on the question below to be submitted after the discussion. Activity 2. Term Paper 1. Identify the educational philosophy, culture, ideals and practices of the Spartans, Athenians and Romans. What is/are the implication/s in the teaching learning process? (Use font 11, Calibri, landscape, A4) Output should be submitted online) Rubrics/Criteria: Topic Focus 30% Depths of Discussion 40% Reflection 30% Spartan Education Spartan education was based on the laws of Lycurgus. Lycurgus was called upon to draw up a constitution and system of laws which became the basis of the Spartan political, social and educational system. The content of their curriculum is military and physical training. Aims of Education  Military One of the aims of Spartan education is to make every citizen invincible in war, possessing physical perfection and complete obedience to the state. Every Spartan should develop unequalled military skills and absolutely devoted and loyal to the state. The Spartan adhered to the Greek ideal which is the man of action.  Discipline THIS COURSEPACK IS FOR PNU NL USE ONLY 18 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Discipline is very severe so as to develop among Spartans conformity and obedience, courage, strength, cunning, endurance, and patriotic efficiency; and produce an ideal Spartan citizen who was capable of enduring hunger, thirst, torture, even death without complaining. Curriculum Content of Spartan Education Physical and moral In this education there entered very little of the intellectual and training aesthetic appreciation; it was dominantly physical and moral. As for learning, they had just what was absolutely necessary. Plutarch said, “All the rest of their education was calculated to make them subject to command, to endure labor, to fight and to conquer”. Intellectual training The Spartan’s intellectual training is through conversation and association with the elders, either at meal time or in the street. Speech had to be laconic and terse. Music and dancing of Through the choral dances and religious ceremonies there was religious and patriotic training in music, for which there must have been some private character instruction in the use of instruments. Reading and writing Reading and writing to the Spartan boy is taught to a limited extent. They were trained to understand the Lycurgus laws and some poems of Homer. Moral training The moral training of the Spartans was through direct and constant association with their elders. Every Spartan adult was a teacher, and every Spartan boy had a tutor, selected through mutual esteem. Teacher and pupils were bound together by no economic ties, but by friendship and affection. Methods of Instruction  Training. Education was training, not school instruction. The Spartans adhered to the Greek ideal of man of action.  Participation. The pupils learned by participating in the activities. They learned by doing. There were no books.  Testing. Testing for the Spartan boy was not for memory but for moral life and endurance.  Discipline. Discipline and training were severe, food was scanty, theft was encouraged to supplement food but thieves should not get caught; there was corporal punishment for moral delinquency and lack of alertness.  Motivation. Motivation was enhanced by rivalry, emulation of great men and great deeds, and most of all fear of public disapproval. Contribution to Education From the Spartans we can emulate military education as we now have in our schools today and the development of patriotism and discipline. Athenian Education In 479 B.C. Athens became an empire when Greeks defeated the Persians at the battle of Plataea where Athens contributed largely to the victory. The triumph brought about attitudinal changes toward education among the Athenians. Athens, coming in contact with many heads of cities, traders, travelers, and other foreigners, became cosmopolitan. Old ideals merged with new ones. Aims of Education By the Sophists, pragmatic and To prepare the individual for personal advancement utilitarian through the utilization of persuasive powers and the analysis of new demands for success in a cosmopolitan THIS COURSEPACK IS FOR PNU NL USE ONLY 19 NO PART OF THIS MATERIAL MAY BE REPRODUCED  setting, and to cultivate individual’s public image and individual excellence. By Socrates, development of To develop the power of thinking, to enable humanity to the power of thought arrive at fundamental concepts or moral principles of universe, and to establish that morality is based on knowledge and virtue. By Plato, control by intellectual To produce a social order or system controlled by rulers intellectual rulers and to develop the individual’s natural talents By Aristotle, rational living The highest function of the State is to direct society in the way which effects the greatest good of mankind whose goal is happiness. Curriculum Content  Lower elementary level- reading, writing, arithmetic, poetry, and gymnastics  Higher elementary level- physical and military exercises, grammar, rhetoric, declamation, argumentation, and public speaking  Secondary schools- geometry, astronomy, drawing, grammar, and rhetoric  Higher level philosophy, mathematics, and science Methods of Instruction  Lecture and memorization- This was introduced by the Sophists, non-Greek travelling scholars, who taught for fees. They lectured anywhere and advocated practical wisdom and taught how to argue.  Question and answer- This is called Socratic method or dialectic or inductive way of asking questions. The Socratic method forces a student to think. To him, truth is universal. He said that we have to examine ourselves; we might be in error. “The unexamined life is not worth living”, he said and “Know thyself” was his maxim. The Socratic method has two forms: Ironic or Destructive; and Maieutics or Constructive Ironic or destructive is where interrogation brings the student from unconscious to conscious ignorance. Maieutics or constructive is where questioning leads a student from unconscious ignorance to a clear and rational truth. Maieutics is the art of giving birth to new ideas.  Developing the natural talents- This was advocated by Plato who wrote his ideas in his The Republic. He believed that man has three traits: intellect, passion and appetite and that he should be educated and trained in the kind of work for which he is best fitted. The goal of man is happiness and to Plato this is justice.  Achieving happiness- This was the idea of Aristotle. To him, an individual is able to achieve happiness if his life is guided by reason. Moderation is one of the most important concepts to attain happiness. Aristotle also developed a kind of reasoning called deductive logic also called syllogistic reasoning. Contributions to Education and humanity  The Socratic method of teaching is one of the greatest contribution of Greece to the world as to method of instruction.  The greatest philosophers came from Greece, among whom were Socrates, Plato, Aristotle and other. Aristotle’s logic is still studied and used today  The Euclidean geometry  Arts and classical literature  The outstanding contribution of Athens to education are the free development of all human capacities and the Olympic Games. THIS COURSEPACK IS FOR PNU NL USE ONLY 20 NO PART OF THIS MATERIAL MAY BE REPRODUCED Roman Education Rome has been the queen of the Mediterranean for almost 150 years in the entire Italian peninsula. She has expanded into a massive, imperial colossus. The Romans were practical, pragmatic people who absorbed themselves in the successful management of their everyday affairs. The Roman language became the instrument for commerce, her coins were circulated far and near, her civil service was honorable, and her law elevated to the dignity of science. The church arose within the Roman Empire and under the Empire, western imperialism developed. Aims of Education  Utilitarian- Education was for practical purposes, to produce men who would be active and efficient in daily life.  Moral- To produce good citizens who know how to exercise their rights, fulfill their duties and obligations, and acquire virtues like piety, obedience, manliness, courage, bravery, industry, honesty, prudence, fortitude and dignity.  Military- To train men to be good soldiers and conquerors in war.  Civic and political- To train men to be participative and wise in politics  Oratorical-The main aim of Roman education was capability improvement especially in public speaking, perfection in public speaking and debate coupled with stress in moral virtues. The vir bonus (morally virtuous), gifted in oratory was the ideal educated man. The educated man must have moral character, broad knowledge, and ability to speak. Curriculum Content The Laws of the Twelve The student memorized these laws which defined public and Tables private relationships and human and property rights. Among the rights are; the right of the father over his children, the right of husband over his wife, and right of man over his property. Elementary education: Arithmetic was primitive because of unmanageable Roman rudiments of reading, notation. writing, and calculation. Secondary school In the secondary school subjects include grammar with the inclusion of literature, prose, poetry, and language. Geography, history, mythology, and natural sciences were superficially studied, only to enable students to recognize allusions in literature. Higher schools In the higher school rhetoric was the chief study which includes declamation, extemporaneous speaking, debates on points of Roman law and moral principles, especially ethical and cultural content, astronomy, music, geometry, and philosophy. University In the university applied science and professions such as law, medicine, architecture, and mechanics were in the curriculum. Methods of Instruction  Memorization was used in the elementary level. Class sessions were from sunrise to sunset but no class during summer and holidays. Writing and reading were taught from dictation, and writing was on wax with stylus. Letters of the alphabet were memorized and pronunciation, enunciation, and self-expression were likewise taught.  Drill and writing exercises was in secondary level. There was intensive drill on grammatical elements such as parts of speech, syntax, pronunciation, and others.  Public speaking practices was strongly emphasized in the third level or school of the rhetoric. THIS COURSEPACK IS FOR PNU NL USE ONLY 21 NO PART OF THIS MATERIAL MAY BE REPRODUCED   Discipline was very rigorous. There was corporal punishment and even death could be inflicted by the father under the power known as patria potestas granted by ancient law. Agencies of Education  School of Literator (teacher of letter)- This is in the elementary level attended by both boys and girls. The teacher is called ludi magister.  School of Grammaticus (teacher of grammar)- This is in the secondary level attended by boys only. The teachers were called gramaticus. There are two types of grammar school: the Greek grammar school and the Latin grammar school. Grammar and literature were taught in both schools.  School of the Rhetor (teacher of rhetoric)- in the higher level. The teachers were called rhetor to prepare them to become orator.  Athenaeum- This was in the university level developed as the center of learning around the library established by Emperor Vespasian. Contributions to Education and Civilization  Their methods of organization, management, and administration were their major contributions to education. From Rome, the western world inherited the arrangement of the educational system into lower, middle, higher schools, and university.  Organized civil law which became the basis of the legal systems in many countries today including Philippines.  The ideally educated man is an orator who utilizes his learning for public service.  Proper method of teaching should be used: that children have individual difference and teachers should consider them in teaching; that there should be empathy in teacher- pupil relations; and that teachers should be properly selected. Activity 3. Matrix 1. Make a matrix on the various historical periods indicating the aims of education, types, content to be studied, method of instruction, and contribution to education. Please follow the format below. (Font size11, landscape, Times New Romans, paper size A4) Name: (Surname, Name, MI) Section: __ Module # ____ Lesson # _____ Periods Aims of Content to be Method of Contribution to Education Studied Instruction Education Primitive Sumerian Egyptian Chinese Greek: Spartan Greek: Athenian Roman Criteria of Evaluation Rubrics: Topic Focus 30 % Depth of Discussion 40 % Reflection 30 % Outputs of this activity should be submitted after the discussion of Lesson 1. THIS COURSEPACK IS FOR PNU NL USE ONLY 22 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Maikadua nga Leksyon: Medieval Culture and Education (Lesson 2) Panangipakaammo ti Leksyon (Lesson Introduction) The fall of Rome is considered as the end of ancient times and the beginning of medieval period. This era of Western culture and education began at the end of the ancient classical period of Greece and Rome and came to an end at the beginning of the modern era. The medieval period was characterized first by the decline in learning and then revival of the Scholastic educators. Education was the prerogative of the church where learning was carried on at elementary parish, chantry, and monastic schools conducted under church auspices. Monasteries and cathedral started establishing schools of their own where boys were educated in a variety of sciences. In the secondary level, both monastic and cathedral schools offered a curriculum of general studies. With the rise of the medieval university, individuals began to recognize the significance of education. Lesson 2 introduces the medieval concept of intellectual education. Topics include the history of the early Christian church, Jesus’ teachings, Saracenic Education, and the four educational systems or movements which are: monasticism, scholasticism, chivalry and the guild system. Panangpalawag, Panangsingaysingay ken Pannakabinsa-binsa kadagiti Kapanunutan Maigapu iti Leksyon (Discussion and Learning Activities) Preparation (Panagsagana) Do you have an idea on what was life during the Medieval period? How do people work? How were the children educated? Who were the teachers? Presentation (Panangiwayat ti Iket) The answer of these questions will be discussed in our next lesson on Medieval culture and education. The focus of our discussion on the different historical periods are: the aim of education, types, agencies, organization, curriculum content, methods of instruction, types of education, and the significant contribution to education. At the end of the lesson, the prospective teachers are expected to submit a matrix on the development of education during this period. Discussion and Abstraction (Panagkalap) We will start the lesson with the teaching of Jesus, the greatest teacher; the education of early Christian church, Saracenic education; and the four educational movements which are monasticism, scholasticism, chivalry and guild systems. Medieval Culture and Education Educational Attitudes and Practices of Jesus Jesus never attended school and never wrote a book but his preaching exerted the greatest influence upon the course of human history (Calderon, 1988). Aims of Education  Relationship between God and man. Jesus’ paramount aim is to develop the right relationship between God and men (Matt 6:33). He wants to build God’s kingdom with no geographical limits but a kingdom that would rest in the hearts and minds of men. THIS COURSEPACK IS FOR PNU NL USE ONLY 23 NO PART OF THIS MATERIAL MAY BE REPRODUCED   Salvation- save men from eternal damnation  Social relations based on love- “That you love one another; as I have love you, that ye also love one another.” Content to be Studied  The Word of God, principle of love, requisites for salvation, faith and forgiveness  The Sermon on the Mount (Matt 5)  The Holy Bible- the sacred book of Christians. The Bible is divided into two, the Old testament and the New testament. The Old Testament is the first section of the Bible, covering the creation of the Earth through Noah and the flood, Moses, and more, finishing with the Jews being expelled to Babylon. The New Testament is the second section of the Bible which discusses the teachings and person of Jesus, as well as events in the first-century Christianity. Methods of Instruction Lecture (telling Jesus lectured in a very intimate, simple, direct, and conversational method) way. Usually, His sermons were of short and easy to understand statements. Dialectic (question and The hearers or students are free to ask question, then Jesus answer) answered for clarification. Today, this is the method used in Bible study or in Sunday school classes. Aphorism This is the use of a short expression or saying to point out a general truth. Example: “For what does it profit a man if he gains the whole world, and loses his own soul?” (Mark 8:36) Parable method Parable is a simple story from the Bible used to illustrate a moral or spiritual lesson. Examples: The Prodigal Son, (Luke 15:11-32); The Good Samaritan, (Luke 10:25-37), and Parable of the Sower, Matt. 13: 1-9, 18-23). Figure of speech Examples: Feed my Lambs” (John 21: 16-18 “Kingdom of God” (Matt. 19:24) Concrete examples Jesus used concrete examples such as sheep, camel, needle, house, treasure to make Himself understood. Modelling Jesus lived what He taught. The outstanding contribution of Jesus Christ to humanity is Christianity which established a social order quite different from those of other faiths, a social order more humane and more democratic. The methods of teaching of Jesus have never been surpassed in their effectiveness. Education in the Early Christian Church The organization of the Christian church was started by the apostles of Christ, St. Paul and St. Peter. Both journeyed to Rome but St. Paul did more spade work than Peter. Paul set up many church doctrines in his epistles and organized more churches than any other apostle. Along with the rapid increase in the Christian population came the severe persecutions. The Roman emperors persecuted the Christians; burning them at the stake or feeding them to the lions before multitudes of spectators. These persecutions were especially severe under Nero. But instead of weakening the church, the persecutions strengthened it because of the strong faith of the adherents. Those who fled to other places further spread the gospel. Finally, Christianity was tolerated and in 311, it was legalized by Emperor Constantine. In 313 A.D. Emperor Constantine, through the Edict of Milan, proclaimed Christianity as an official state religion. THIS COURSEPACK IS FOR PNU NL USE ONLY 24 NO PART OF THIS MATERIAL MAY BE REPRODUCED  Another process that the church went through was the adoption of pagan practices. The purpose was to reduce the resistance of the pagans against Christianity, and to win as many converts as possible among the pagans. Whatever transitions the Church went through, there was always education within the Church. Aim of Education The chief aim was the moral regeneration of the individual. This was so because corrupt pagan practices had to be replaced to effect reforms in conformity with Christ’s teaching. Another aim is to spread the good news of salvation for salvation is always the end of all church activities, educational or otherwise. Agencies of Education  Home. The children were taught by their parents.  Church. The church itself became the chief educational agency.  Catechumenal school. This school was for those preparing for baptism. The teachers were the more- able members of the Church.  Catechetical School. This was attended by those who were being prepared for Church leadership. It was catechetical school because the method of teaching was the question and answer.  Cathedral School. This was located in the cathedral under the direct supervision of the bishop. This school was for those training for priesthood or clergy or those who wanted higher learning. Types of Education The different types of education include the following:  Moral training. This was to develop the moral virtues.  Spiritual training. This was to develop faith in God and in Christ and to develop spiritual virtues.  Music education. This was in connection with Psalmony and hymnology, the kind of music used in Church services. Methods of Instruction Catechetical method A methodology to provide religious education to believers on the mysteries of faith and the teaching of Jesus. They used question and answer method. Memorization The pupils had to memorize the answers to the questions prepared and given to them beforehand by the teacher. Exposition (exegesis) Expository preaching is a form of preaching that details the critical explanation of meaning of a particular text or passage of Scripture. It explains the Scripture what the Bible means by what it says. The outstanding contribution of early Christian education to civilization and education is the conversion of more than one-half of the world into Christianity with the highest ideals of spirituality and morality. Today, Christian education continues to propagate the Christian faith. Monasticism and Religious Discipline The fall of Rome in 476 A.D. is considered as the end of ancient times and the start of medieval history. There were three factors that determined the trend of events during the medieval times. First was the continuing decay of the social and moral conditions in the Roman Empire. Second, the continuing invasion by the Teutonic tribes that weakened the Roman Empire and caused its final fall. Third was the strong front presented by the highly organized Christian Church against barbarians. Christian church made converts of and tamed the barbaric Teutons. In this period of political disorganization and practically no laic education, at least THIS COURSEPACK IS FOR PNU NL USE ONLY 25 NO PART OF THIS MATERIAL MAY BE REPRODUCED four educational systems or movements emerged: monasticism, scholasticism, chivalry, and the guild. Aim of Monastic Education The aim of monastic education was the salvation of individual souls, a kind of moral and physical discipline based on bodily mortification and world renunciation for the sake of moral improvement. The virtue of the monk was measured by the ways of punishing the body- fasting, very little sleep, wearing coarse clothing and assuming painful bodily postures. World renunciation meant denying all claims of social and human institutions. This imposed upon the monks the three vows of chastity, poverty, and obedience. Monasticism renounced completely the three aspects of social organizations; the domestic home, the economic structure, and the political state. Chastity is giving up family relationship, instead, adopting spiritual and religious relationship. Poverty is renouncing property; all inheritance must be devoted to charity. Obedience is renouncing all self-power but obeying the brothers and the will of God. Organization of Grade Levels At age ten The boys were admitted into the monastic school. Monastic schools were the only agencies for education during the Middle Ages. At age 18 After training for eight years, they were admitted to the monastic order. Monastic order is a group of persons living under a religious rule like the order of St. benedict or Augustinian order. 18 years and above Many monastic schools admitted boys and girls who did not intend to become monks and nun. They were called externi to differentiate them from the interni or oblati who were to be monks. Content of the Curriculum The curriculum of the monastic schools was called the Seven Liberal Arts. It was composed of the trivium (three loads) and the quadrivium (four loads). The trivium composed of the following:  Grammar - languages and literature  Dialectic - logic or right reasoning  Rhetoric – law and composition The quadrivium composed of the following:  Geometry – geometry, geography, and natural history  Arithmetic – numbers and the study of the calendar  Music – plain chant and harmony used in church  Astronomy – the heavenly bodies, chemistry, and physics Methods of Instruction The methods used by monastic schools are as follows:  Catechetical method – the catechetical or question and answer method was used as the tool of teaching  Dictation – was heavily used due to the scarcity of books  Memorization – the pupils had to memorize what was dictated to them  Language – Latin was the only language for learning  Discipline was very severe, resulting from the ascetic nature of monastic life.  Meditation and contemplation – The monks believed that the deepest spiritual experience could be gained only through divine inspiration. THIS COURSEPACK IS FOR PNU NL USE ONLY 26 NO PART OF THIS MATERIAL MAY BE REPRODUCED Types of Education Moral and religious training The monks engaged themselves in religious contemplation, meditation, asceticism, and religious reading and writing. Literary Education This involved copying of manuscripts for exchange with other monasteries, collection of manuscripts in libraries, and writing original manuscripts concerning religion, historical events and other matters. Manual Training Manual training made the monks skilled artisans in wood, leather, and metal, and as well as skilled agriculturists. Raising the dignity of labor, they taught peasants how to farm better. Women in convents were taught how to weave Church hangings and embroider altar cloths and church vestments. Contribution to Education and Civilization From monastic education, the world is indebted much to the Christian monasteries for preserving and spreading learning and culture. Through the monasteries, Europe acquired industrial skills and a conception of the true dignity of manual labor. The monasteries were the schools, the libraries, the publishing houses, the literary centers, the hospitals, and the workshops of medieval times. Their educational influence was most significant. Scholasticism and Intellectual Discipline Scholasticism does not refer to any set of doctrines but rather a general designation for a particular method and tendencies of philosophical discourse. Its most striking characteristics were the narrowness of its field of thought and the thoroughness of its methods. Aims of Scholastic Education  Reasoned faith. To support the doctrines of the Church by rational argument, to support authority by intellect, to justify faith by reason, to substantiate theology by logic. The dominant aim was to show the essential harmony between reason and faith. To show also that the truths possessed by the Church by divine revelation were consistent with one another and in complete accord with reason as promulgated not on faith, but on the basis of reason.  Intellectual discipline. To develop the ability to formulate beliefs into logical systems and to defend these against any other intellectual arguments that may be advanced against them. The chief purpose of scholasticism was to establish in a carefully organized philosophical system the theology that had been accepted as inspired. The aim of scholasticism was essentially intellectual discipline. Contents to be Studied The contents to be studied are: Theology which consists of the decrees of the Church and the works of the fathers; and Religious Philosophy which was used mainly for argumentation. Subject matter was narrow, limited only to few matters, but prepared very thoroughly. There are two camps of scholasticism; the scholastic realism and conceptualism. Scholastic realism was headed by Anselm. Scholastic realism believes that ideas or concepts called universal are the only real entities and objects perceived through the senses are only representations of the universals. The conceptualism headed by Abelard believed that ideas or concepts or universals become real only when expressed or represented by their corresponding objects. Take for instance, the concept of man. To the realist, the concept man is the real entity and the actual man that we see is only an expression of the concept man. To the conceptualist, the concept man become real only when we see the actual man. THIS COURSEPACK IS FOR PNU NL USE ONLY 27 NO PART OF THIS MATERIAL MAY BE REPRODUCED Organization of Grade Levels First level At age 14, a student entered university and studied under a master (teacher) where he mastered reading, writing, and speaking Latin. Upon completion, he earns the title of bachelor. Second level The student continued to study under several masters from four to seven years until he could dispute or defend his thesis. If he could defend successfully, he was granted his licentia docendi, or license to teach. Third level After receiving his license to teach, he was already a master and allowed to compete with other masters for students who paid him fees for his services. Fourth level Most universities have four faculties: arts, medicine, law, and theology. The trivium and the quadrivium, with Euclid geometry and Ptolemy’s astronomy, were taught by the arts faculty. After completing the art course, most students took up theology and some to law and medicine Types of Education  Religious education. This type of education is focused on the study of Church doctrines.  Intellectual education. This was mainly a study of philosophical systems, especially the Greek philosophies. Methods of Instruction  Lecture, repetition, disputation, and examination, all conducted according to recognized principles and formalities. In disputation, students were opposed against one another.  The scholastic method or system. This was essentially an argumentative method. It had four parts: Stating a proposition, thesis, or question; Setting down objections to the proposition; Proving one side; and Answering or disputing objections in order.  Aristotelian logic. The form of argument was the syllogism supplied by Aristotle. The three elements are: major premise, or larger class (term); a minor premise, or smaller class or middle term; and conclusion, or specific case. Example: a. All men are mortal. (Major premise, all inclusive) b. Socrates is a man. (predicate is subject of major premise) c. Therefore, Socrates is mortal. (subject is subject of the minor premise and predicate is predicate of the major premise) There is limitation of this type of argument, that if any of the premises is false, the conclusion may be valid but untrue. Example: a. All men are birds. (False) b. Pablo is a man. c. Therefore, Pablo is a bird. (Untrue but valid) Agencies of Scholastic Education Parish Schools These schools were for children who showed special talents or abilities. Monastic and These schools trained men who become leaders of the church as well Cathedral school