Historical Foundation of Education PDF

HISTORICAL FOUNDATION OF EDUCATION PICTURE PUZZLES UPSIDE DOWN MY LUCKY STAR SIDE TRACK CAN YOU DIG IT? SANDWICH UNIVERSITY SUNNY SIDE UP CHICKEN SOUP I HEAR YOU FIRE FIGHTER  HISTORICAL FOUNDATION OF EDUCATION SOCIALIZATION Socialization is the process of learnin...

HISTORICAL FOUNDATION OF EDUCATION PICTURE PUZZLES UPSIDE DOWN MY LUCKY STAR SIDE TRACK CAN YOU DIG IT? SANDWICH UNIVERSITY SUNNY SIDE UP CHICKEN SOUP I HEAR YOU FIRE FIGHTER  HISTORICAL FOUNDATION OF EDUCATION SOCIALIZATION Socialization is the process of learning the roles, status, and values necessary for participation in social institutions. (Brinkerhoff, 1989)  Socialization is a lifelong process. It occurs primarily during early childhood but as we progress from infancy to old age we shed old roles and adopt new ones. Role learning that prepares us for future roles is termed anticipatory socialization.  The family is the most important agent of socialization.  The school is also an important agent of socialization. Education in Primitive Society Education in Primitive Society Education in primitive or early human societies refers to the informal and non- institutionalized methods through which knowledge, skills, values, and customs were passed down from one generation to the next. In these societies, education was a vital part of survival, culture, and socialization, but it did not involve formal schools or written  Education in Primitive Society (Ways of Education) Education in Primitive Society (Ways of Education) Oral Tradition and Imitation Focus on Survival Skills Cultural Transmission and Socialization Community-Based Learning Education in Primitive Society (Ways of Education) Learning Through Experience Spiritual and Religious Education Adaptation and Flexibility Role of Elders and Storytellers  Oral Tradition and Imitation In the absence of written language, knowledge was passed down orally. Elders and knowledgeable members of the community shared stories, legends, myths, and practical knowledge about the world, nature, and societal norms.  Oral Tradition and Imitation Imitation and Apprenticeship Children learned by observing and imitating adults and older peers. They participated in daily activities, such as hunting, gathering, farming, and crafting, through hands-on experience. This practical, experiential learning was the foundation of education in primitive societies. Focus on Survival Skills Practical Skills The primary focus of education was survival, as children needed to acquire skills that would enable them to contribute to the community. These skills included hunting, fishing, tool-making, gathering food, constructing shelters, and understanding the natural environment.  Focus on Survival Skills Gender Roles In many primitive societies, education was divided along gender lines. Boys were often taught hunting, warfare, and physical labor, while girls were instructed in domestic skills like cooking, child-rearing, and gathering. These roles varied depending on the specific culture and environment.  Cultural Transmission and Socialization Cultural Norms and Values Education in primitive societies was not only about practical skills but also about social norms, customs, and values. Through stories, rituals, and community activities, children were taught the moral and ethical codes of their society, including respect for elders, communal cooperation, and religious or spiritual beliefs.  Cultural Transmission and Socialization Rituals and Ceremonies Important life lessons were often imparted through initiation rites, rituals, and ceremonies. These events marked key transitions, such as the passage from childhood to adulthood, and were opportunities to reinforce cultural traditions and the responsibilities of community members. Community Based Learning Informal Education Education was a communal activity involving the entire tribe or group. Parents, elders, and other community members all played a role in the upbringing and education of the young. There were no specialized teachers or schools; instead, learning occurred through daily life within the community. Community Based Learning Storytelling Stories, myths, and legends were an integral part of the learning process. Through storytelling, children learned about their history, the creation of the world, the values of their society, and how to conduct themselves. These narratives also helped children understand their place within the social and natural order.  Learning Through Experience Trial and Error Much of the learning in primitive societies occurred through direct experience. Children were encouraged to explore their environment, learn from their mistakes, and gradually acquire the skills necessary for survival and social functioning.  Learning Through Experience Problem-Solving Education in these societies emphasized adaptive problem-solving. Whether it was tracking animals, finding food, or making tools, children learned how to navigate the challenges of their environment and apply their knowledge to real-world situations.  Spiritual and Religious Education Spiritual Beliefs Many primitive societies had strong spiritual or religious beliefs tied to nature, ancestors, or deities. Education often involved learning rituals, prayers, or ceremonies to honor these beliefs. Elders or shamans were the custodians of this spiritual knowledge, passing it on through oral traditions.  Spiritual and Religious Education Connection to Nature A deep understanding of the natural world was critical for survival. Children were educated about the cycles of the seasons, animal behavior, plants, and natural phenomena. This knowledge was often tied to the spiritual worldview of the society, reinforcing respect for nature and its resources. Adaptation and Flexibility Adaptation to Environment Primitive education was highly adaptive, depending on the specific environment in which the society lived. For example, desert-dwelling groups would pass down knowledge about water conservation, while forest- dwelling groups would teach navigation and identification of edible plants. This flexibility ensured that the education system remained relevant and practical for survival.  Role of Elders and Storytellers Elders as Educators In primitive societies, elders were revered as the primary educators. They were the keepers of cultural knowledge, oral traditions, and skills, and were responsible for passing this wisdom to the younger generations.  Role of Elders and Storytellers Storytellers and Shamans Storytellers and spiritual leaders, like shamans, often played an important role in education by teaching not just practical skills but also the moral and spiritual lessons essential for life in the community. Key Characteristics of Education in Primitive Societies  Key Characteristics of Education in Primitive Societies Non-formal Education was not institutionalized or formalized. It was an organic, ongoing process that took place in everyday life. Community-Oriented The entire community was involved in the educational process, with no separation between those who taught and those who learned.  Key Characteristics of Education in Primitive Societies Oral and Experiential Education was largely oral, with a focus on experiential learning and imitation, rather than abstract theory or written texts. Functional and Contextual Education served specific purposes—primarily to ensure survival, social cohesion, and cultural continuity. It was deeply contextual, tailored to the environment and culture of each society.  Synthesis Education in primitive societies was an essential, communal, and holistic process deeply intertwined with survival, socialization, and cultural transmission. While informal, this form of education was highly effective in preparing individuals to function within their environment and society. Its focus on practical knowledge, community involvement, and respect for elders created a solid foundation for social cohesion and continuity in these early human communities. Choose the letter of the correct answer. Use CAPITAL letters.  1. How was knowledge primarily transmitted in primitive societies? a) Through written texts b) Through oral traditions c) Through formal schooling d) Through technological tools  2. What was the primary focus of education in primitive societies? a) Artistic expression b) Philosophical debate c) Scientific inquiry d) Survival skills and practical knowledge  3. Who were the primary educators in primitive societies? a) Teachers and professors b) Scribes and scholars c) Elders and community members d) Priests and kings  4. What role did gender play in education within primitive societies? a) There was no gender division in education b) Boys and girls often learned different skills based on their gender roles c) Only boys were educated d) Only girls were taught survival skills  5. How did children primarily learn in primitive societies? a) By attending schools b) By reading books and texts c) By observing and imitating adults d) Through formal examinations  6. What role did storytelling play in the education of primitive societies? a) Storytelling was a form of entertainment only b) Storytelling was the main method of teaching history, values, and cultural norms c) Storytelling replaced practical learning d) Storytelling was discouraged by elders  7. What was the purpose of rituals and initiation ceremonies in primitive education? a) To celebrate annual festivals b) To honor deities and ancestors c) To mark the transition to adulthood and impart important life lessons d) To punish children for disobedience  8. How was the education system in primitive societies structured? a) It was highly formal with schools and set curricula b) It was informal and integrated into daily life activities c) It involved standardized tests and certifications d) It was completely controlled by religious institutions  9. In what way was education in primitive societies adaptive? a) It adapted to new political regimes b) It was tailored to the environment and survival needs of the community c) It was standardized across different regions d) It was based on written texts and organized systems  10. How did spirituality and religion influence education in primitive societies? a) Spiritual leaders were the only ones allowed to educate b) Religious beliefs were often tied to practical knowledge and nature c) Education was purely secular and separated from religion d) Religion had no impact on primitive education The teacher and the community, school culture and organizational leadership prepared by: kmall ari  education Craft (1984) noted that there are two different Latin roots of the English word "education." They are "educare," which means to train or to mold, and "educere," meaning to lead out  education the process of acquiring knowledge, habits, attitudes, interest, skills and abilities and other intangible human qualities through training, instruction and self-activity, and transmitting these vital elements of human civilizatiom to posterity cited from atty. cd duka  a lifelong process function of socializati on education in the society process of learning anticipatory the roles, statuses socialization - role and values learning that necessary for prepares us for participation in the future roles do you agree? “Parents’ religion, social class and ethnicity influence child’s social roles and self-concept which in turn influence expectations that others have for the child, and they determine the groups with which the child will interact outside the family.” john dewey  do they he believed we acquire knowledge about the world ring a through the senses - learning by doing and by interacting who is he? with the environment believed that the human mind bell? HE stressed the significance of early is a blank slate (tabula rasa) at birth, devoid of innate ideas or childhood education, knowledge. This concept arguing that the early challenged the traditional view years are crucial in of innate knowledge and shaping a child's emphasized the role of john locke  do they education is not based on eternal truth but is relative to a particular society living at a who is he? ring a bell? given time and place instruction should schools become instrument incorporate a content of for social improvement a socially useful nature rather than an agency for and a problem-solving preserving the status quo. methodology. students teachers should lead the society rather than follow it. are encouraged to work on problems that have george counts  do they “survival of the fittest” means that human development had gone ring a through an evolutionary series of stages from simple to complex and who is he? from uniform to more specialized kind of curriculum should activity bell? science and other other emphasize the practical, subjects that sustained utilitarian and scientific human life and prosperity subjects that helped should have curricular human kind master the priority since it aids in the environment. schooling performance of life herbert spencer  do they he believed in active problem ring a solving as a method of who is he? bell? teaching and learning. education is education is a designed to awaken right that all students’ citizens regardless consciousness about of race and social social problems and status must enjoy theodore brameld  he believed that systems must be do they ring a changed to overcome oppression and who is he? improve human conditions education and literacy bell? teachers must not see themselves as the sole are vehicles for social possessors of knowledge change.his critical and their students as empty pedagogy is problem- receptacles. rather than posing education “teaching as banking”, t and l must be a process of inquiry paulo freire  key periods in educatio nal history  key periods in educatio nal history  key periods in educatio nal history  key periods in educatio nal history  do they he believed that school should be representative of a social environment and that students learn best when in who is he? ring a natural social settings he believed that students learn best through direct bell? His ideas impacted education in another experience and hands-on facet because he believed activities. HE also believed that students were all that knowledge is socially unique learners. He was a constructed, and that proponent of student students learn best through interests driving teacher  Historical Perspective of the Philippine Educational  Pre-colonial Period Early Filipinos had already instituted a kind of education suited to their needs and kind of society Education was informal, unstructured, decentralized, and acquired through apprenticeship which started at home More vocational and less academic training for children  Pre-colonial Period Education as a result of individual knowledge and a by product of the accumulation of the race’s different experiences Upon institutionalization of religious rituals and practices, education became a necessity to provide specialized training to the candidates of the priestly class People considered education as a preserver of culture and transmitter of knowledge acquired by earlier generations and a vital factor in the propagation of their tradition  spanish period Education was in the auspices of the Catholic church and various religious orders (religious- oriented) Missionaries converted Filipinos into Christianity Indigenous men and women were taught to serve in the church and learn to sing sacred songs A number of schools were not co-educational Authoritarian in nature Goals of Education during the Spanish Periodlargely focused on Primary education religion The aim of secondary schools was the training of Spanish youth in virtues and letters in accordance with the Educational Decree of 1863 Secondary school during Spanish period was only for the elite class and not for the masses Objectives Knowledge of the Christian faith and ethics Focus on the three “Rs” Knowledge of Geography, History, and Citizenship training for colonial lordship of Spain over the Philippines Skills in trade and agriculture Ability to sing and read music Educational Decree of 1863 Most Notable Important features: ⚬ Establishment of complete system of education comprising of elementary, secondary, and collegiate levels ⚬ Provision of government supervision and control of these schools ⚬ Establishment of teacher-training institutions Educational Decree ofschool Establishment of elementary 1863 per municipality, one for boys and 1 for girls Curriculum included reading, writing, arithmetic, geography, history, Christian doctrine, Spanish vocal music, agriculture for boys and needlework for girls Educational Decree Secondary instruction wasof 1863 provided by the Colegio de San Juan de Letran and Ateneo Municipal de Manila Collegiate level - UST which served as the apex of educational system Educational Decree For 300 years, there was noof 1863 systematic government supervision of schools The most serious criticisms were the overemphasis on religious matters, obsolete teaching methods, limited curriculum, poor classroom facilities, absence of teaching materials Educational Decree of 1863 Primary education was neglected No academic freedom Learning at every level was largely rote (memorizing and repeating contents of books) Knowledge was measured in terms of the ability of the students to memorize without understanding  REVOLUTIONA RY PERIOD Department of Public Instruction was created (1st Philippine republic) where nationalism, teaching of civic consciousness, citizenship training were the main objectives of education The Malolos Congress established a comprehensive public school system, military school, and university REVOLUTIONA RY PERIOD (1st Education Philippinewas considered the republic) foundation for nationalist integration and pushed for a free and compulsory primary education for all Filipinos Private citizens were permitted to establish educational institutions in conformity with the constitution and the legal system.  REVOLUTIONARY PERIOD (1st Philippine republic) On October 19, 1898, a government decree provided for the Universidad de Literia which was set up in Malolos. The courses offered were Medicine, Surgery, Pharmacy and Notary Public. Aguinaldo appointed the professors, who in tur, chose the university REVOLUTIONARY PERIOD (1st Philippine republic) The 1st person to occupy the position of professor for the university was Joaquin Gonzales  american period Americans completely changed the educational concepts introduced by the Spaniards Education should be universal and free for all, regardless of sex, age, religion, and socioeconomic status  american period Education was the means of giving people an orientation toward a democratic life. Free primary instruction that trained the people for duties of citizenship and vocation was enforced by the Taft Commission per instructions of President McKinley The public school system was patterned after the prevailing state educational system of the US  american period Although the colleges and universities organized by the religious orders were allowed to continue, they revised the programs of their courses to some extent Curricula had to suit to the new conditions  american period More schools were opened – establishment of schools as a significant factor in pacification of the people Several laws were passed to improve the educational system Bureau of Public Schools was established and English served as the medium of instruction – US Army as the 1st teachers  american period Act No. 74 – establishment of Department of Instruction (jan.21, 1901) Act No. 477 – amened No.74, creation of Bureau of Education to monitor the public school Act No 1459 – Corporation Law, Government supervision of private schools, schools were authorized to issue diplomas and confer degrees upon the approval of the secretary  american period Act No 2957 – creation of the Board on Textbook 1927 – Vocational Education Act was passed Act No 373 – establishment and organization of provincial schools of secondary education (March 7,1902)  american period Act No 854 – providing for the selection by examination of students best qualified to receive and profit from a course of instruction and education in US  american period When the National government was reorganized by EO 94, the Department was renamed Department of Education- incumbency of Manuel Gallego who became the last Secretary of the Public Instruction and the 1st Secretary of Education (Commonwealth Republic)  the thomasites  the thomasites In the early days of the American colonial period, the Philippine Commission sent teachers from the United States to the Philippines with the purpose of establishing an educational systems. Named after the ship that transported them, the United States Army Transport Thomas, the Thomasites expanded to become a powerful force in the colonial project. Their work as educators served the imperial vision of assimilating Filipinos into American culture and raising a young generation of followers.  the thomasites The Thomasites were technically not the first Western educators in the Philippines. During their colonial reign, the Spanish established schools for Filipino children. The US Army used these as a starting point to continue elementary education, however, they quickly found that the Spanish system was limited. The American government knew the region needed a strong educational system to serve as the base of this new society, so they instituted a new system of education in the Philippines. the thomasites Under the supervision of the Philippine Commission, David Barrows, the director of the colonial education system, arranged to hire a variety of educators to accomplish this task. About six-hundred Thomasites embarked on the journey to the Philippines, both men and women, from all across the country and all with different educational backgrounds. the thomasites Some applied for the job while others were asked to attend. Some were world-renowned professors at high-ranking universities looking for a challenge and an adventure. Others were just looking for employment. Yet all were excited to be a part of the developing project in the Philippines. Some Thomasites even kept daily diaries detailing their enthusiasm. COMMONWEALTH PERIOD The Commonwealth was the culmination of efforts to secure a definitive timetable for the withdrawal of American sovereignty over the Philippines.  COMMONWEALTH PERIOD Aim of education was to develop moral character, personal discipline, civic conscience and vocational efficiency, and to teach the duties of citizenship This aim was supplemented by EO NO 217 or the Quezon Code of Civil and Ethical Principles  COMMONWEALTH PERIOD Creation of Adult Education Division – in charge of providing citizenship training to adults as provided for the Constitution In June 1938, the administration of the public schools was given completely into the hands of the Filipinos. Gave new orientation to education and tried the elimination of illiteracy as a goal  commonwealth period Passage of Education Act of 1940 – overhaul of the curriculum, simplification and shortening of the primary education to six years, changing of a school session from a whole day session to a morning and an afternoon session – double session – with two classes handled by one teacher  japanese period Military order no. 2 series 1942 October 14, 1943 – Japanese-sponsored republic created the Ministry of Education Teaching of Tagalog, Philippine History, and character Education  japanese period Love for work, elevation of promotion of dignity of labor people’s morals, Eradication of the idea of reliance upon Western States particularly in US and Great Britain Make the people understand the position of PH as the member of the East Asia Co- prosperity sphere  the third republic 1935 Constitution – fundamental law when PH independence was restored on July 4, 1946 Philosophical basis of education as the central idea of human development June 16, 1954, by virtue of RA no.1124, Board of National Education was created  martial law period What does the Article XV Section 8 of the Philippine Constitution stipulate? What were the changes made under the Martial Law period?  aquino (cory)administration Changed Ministry of Education to Department of Education, Culture, and Sports Dr. Lourdes Quisumbing  aquino (cory)administration Major changes – revisions in the curriculum, emphasis given to values education, non formal education, continuing and adult education, technical and vocational programs  ramos adminstration Delivery of quality education to all people as the chief means to empower the masses Investment in people What were the educational reforms during Ramos Administration?  estrada administration Establishment of the Presidential Educational Reform (PCER) under OP Commission on PCER – multisectoral body comprised of representatives from government line agencies (UP, UPOU, public and private schools at all levels, teachers, agriculture and industry sectors, IT sector, State Colleges and Universities, etc) What were PCER’s recommendations?  arroyo administration RA 9155 – governance of Basic Education Act – DECS was changed to Department of Education, field offices’ roles were defined, SBM for transparency and accountability, empowerment of school heads  arroyo administration Commitment to EFA What were the 6 EFA goals which PH has committed?  aquino (pnoy) administration K-12 Program What are other initiatives of the administration related to education? DUTERTE administration and marcos (bongbong) administration What are the initiatives of these administrations related to education?  REFLECT... Why was the focus of education different for different groups of people in different places and at different periods in world history? What does this point to to regarding relationship of schools and society?  references: Pila, R.A, Quendangan, M.M., Doctolero, P.L., (2013). The Teaching Profession in the Philippines, Anvil Publishing Incorported, Manaluyong City, Philippines Prieto N.G., Arcangel, C.N., Corpuz, B.B., (2019), The Teacher and the community, school culture and organizational leadership, lorimar publishing, inc, quezon, city https://philippines.michiganintheworld.history.lsa.umich.edu/ s/exhibit/page/a-brief-history-of-the-thomasites https://files.eric.ed.gov/fulltext/EJ1158258.pdf https://eric.ed.gov/?id=EJ724880 Th an k y o u fo r y o u r att e n ti on  GREEK 1600 B.C. – 300 B The Education System in Ancient Greece With its emphasis on holistic development, physical training, and moral virtues, education in ancient Greece formed the bedrock of culture and civic life.  The education system in ancient Greece was regarded as a foundational pillar of society, preparing individuals for responsible citizenship. Renowned for its emphasis on holistic development, physical fitness, and moral virtues, this approach has left an enduring legacy on teaching practices in many parts of the world today.  EDUCATION IN ANCIENT GREECE There were two form of education in ancient Greece: formal and informal. Formal education was attained through attendance to a public school or was provided by a hired tutor. Informal education was provided by an unpaid teacher, and occurred in a non-public setting. Education was an essential component of a person’s identity  GREEK CITY - STATES ATHENS SPARTA  PURPOSE OF EDUCATION Education was very different in Sparta than it was in the other ancient Greek city-states. The purpose of education in other Greek city-states was to produce good citizens. In Sparta, the purpose was to produce a powerful army.  Athens The people of Athens wanted to rule themselves and not have a king or queen. Athens became the world’s first democracy around 508 B.C. A democracy is a government in which all citizens can vote and have equal say in what happens.  Democracy in Athens Athens was a democracy because all citizens could vote, but only half the people in Athens were citizens. Women, people born outside of Athens, and slaves could not vote.  Sparta Sparta was very powerful and had its own army. Sparta conquered other city-states to gain wealth and power. There were three classes of people in Sparta. Citizens, non-citizens, and slaves.  Sparta’s Classes Only men born in Sparta were citizens. Women were not allowed to become citizens, however, women were allowed to own land and businesses, which gave them more freedom than other Greek city-states. The second class in Sparta was people who came from other city-states or other countries. They could own businesses but not become citizens. The third class was slaves.  Sparta Warriors Learning to read and write in Sparta was not very important. Training to become a good soldiers was important. Young boys were taken from their parents and trained to be soldiers as well as good in sports such as running. Girls were also trained to be good in sports.  Pericles Pericles was the leader of creating democracy in Athens. He had many buildings constructed. Pericles had the Parthenon and the Acropolis built.  The Greek Alphabet The Greeks borrowed their alphabet from the Phoenicians. Most European languages, including English borrowed ideas from the Greek alphabet.  Socrates Socrates was a philosopher of Ancient Greece. A philosopher is someone who tries to explain the nature of life. Socrates taught by asking questions. This method of questioning is still called the Socratic method.  Plato Plato was a student of Socrates. He started a school called The Academy. Plato’s writing took the form of a dialogue between teacher and student.  Aristotle Aristotle was another Greek philosopher and student of Plato. He wrote about science, art, law, poetry, and government.  Alexander the Great Alexander the Great was the son of King Philip II of Macedonia. Alexander conquered Persia, Egypt, the Middle East and Northern India. He died at age 33 from malaria. The Greeks were the original Olympiads. Their scientists studied the best way to perform sports. All cities need fresh water. This is a Greek aqueduct, basically a brick water pipe. The first aqueduct was Assyrian, but most ancient societies had them.  Greek Military This is a catapult, a Greek invention. It could throw 300 pound stones at walls and buildings.  Greek Military This is a phalanx. Soldiers get in a tight box. They each have a large shield and a 9 foot long spear.  CONTRIBUTION OF GREEK EDUCATION TO THE DEVELOPMENT OF MODERN EDUCATION Equal education opportunity for both sexes. National Service State Control of Education Education for Relevance Education Theory and Philosophy Olympic Games Monocracy  CONTRIBUTIONS IN EDUCATION Iliad and Odyssey Code of Lycurgus Belief on gods and goddesses Sappho Sophists  CONTRIBUTIONS IN EDUCATION Socrates’ Education by self-examination Plato’s Universal and eternal truths and values Plato’s ideal society (The Republic) Aristotle’s cultivation of rationality (Lyceum) Isocrates’ Oratory and Rhetoric REFERENCES  KEY PERIODS IN EDUCATIONA L HISTORY  Egyptians The Egyptian civilizations flourished almost KEY simultaneously during the first civilizational phase PERIODS IN (3000–1500 bce). The need for the perpetuation of these highly EDUCATIONA developed civilizations made writing and formal L HISTORY education indispensable culture and education were preserved and controlled chiefly by the priests, a powerful intellectual elite in the Egyptian theocracy who also served as the political bulwarks by preventing cultural diversity  Egyptians KEY humanities as well as such practical subjects as science, medicine, mathematics, and geometry PERIODS IN were in the hands of the priests, who taught in EDUCATIONA formal schools Vocational skills relating to such fields as L HISTORY architecture, engineering, and sculpture were generally transmitted outside the context of formal schooling  Egyptians KEY developed two types of formal schools for privileged youth under the supervision of PERIODS IN governmental officials and priests: one for EDUCATIONA scribes and the other for priest trainees L HISTORY At the age of 5, pupils entered the writing school and continued their studies in reading and writing until the age of 16 or 17  Egyptians KEY At the age of 13 or 14 the schoolboys were also given practical training in offices for which they PERIODS IN were being prepared EDUCATIONA Priesthood training began at the temple college, L HISTORY of training depending upon the requirements for which boys entered at the age of 17; the length various priestly offices It is not clear whether or not the practical sciences constituted a part of the systematically organized curriculum of the temple college  Egyptians KEY Rigid method and severe discipline were applied to achieve uniformity in cultural PERIODS IN transmission, since deviation from the EDUCATIONA traditional pattern of thought was strictly L HISTORY Drill and memorization were the typical prohibited methods employed. Egyptians also used a work-study method in the final phase of the training for scribes  Chinese history of education in China can be traced KEY back at as far as the 16th century BC. PERIODS IN education was the privilege of the elites The teachings of Confucianism during the EDUCATIONA Spring and Autumn and Warring States periods, L HISTORY the curriculum were mainly based on The Four Books and The Five Classics.  Chinese KEY The Four Books refers to The Great Learning, The Doctrine of the Mean, Confucian Analects PERIODS IN and The Works of Mencius. EDUCATIONA The Five Classics includes The Book of Poetry L HISTORY of Odes), The Book of History, The Book of (also known as The Book of Songs, The Book Rites, The Book of Changes, and The Spring and Autumn Annals.  Chinese KEY Confucianism probably is the biggest influence in education of China throughout the entire PERIODS IN Chinese history EDUCATIONA Not only elites from upper class families can L HISTORY education as a path to become a better man, study in school, common man can also use known as gentleman  Chinese KEY During Han dynasty, the first civil service exam was set up PERIODS IN Confucianism, with no surprise, was one of the EDUCATIONA key subjects to study for the civil service exam. L HISTORY countrywide and the Confucianism tradition of Provincial schools were established education was spread all over China  key periods in educatio nal history  key periods in educatio nal history REFLECT... How has learning about past educational practices changed or strengthened your view of education's purpose today? What do you think were the biggest changes in education from ancient times to the Renaissance or Reformation? What might have caused these changes? How do you think education will change in the future? What lessons from the past can help shape how education evolves? ADDITIONAL INFORMATION ON THE HISTORICAL PERSPECTIVE OF EDUCATION  R.A. 1265 Mandated the daily flag ceremony including the singing of the National Anthem. EXECUTIVE ORDER NO. 263 IN 1940 Required the teaching of the Filipino national language in high schools and normal schools. REPUBLIC ACT 4670 Listed the benefits and qualifications of public school teachers.  PHILIPPINE NORMAL UNIVERSIT Y The school established by the Americans that trains Filipinos to become teachers.  R.A. 7836 Pursued teachers to be professionals through a licensure examination.  R.A. 7722 Created the Commission on Higher Education (CHED)  COLEGIO School for the boys during the Spanish period.  E.O. NO. 134 IN 1936 Identified Tagalog/Filipino as the basic national language of the country.  PENSIONADOS Filipino scholars who were sent to the US for education during the American colonial period.  SY 2012-2013 School year was the enhanced curriculum for K to 12 implemented ROMAN OBJECTIVES Identify the educational goals of Roman Education Discuss the five great periods of Roman Education Determine the contribution of Roman Education EDUCATIONAL GOALS To develop sense of civic responsibility for republic and then empire; to develop administrative and military skills CURRICULUM Reading, writing, arithmetic, Laws of Twelve Tables, law philosophy AGENTS Private schools and teachers; schools of rhetoric  INFLUENCES ON WESTERN EDUCATION Emphasis on ability to use education for practical administrative skills; relating education to civic responsibility FIVE GREAT PERIODS OF ROMAN EDUCATION 1. FROM 753 B. C. (TRADITIONAL FOUNDING OF THE CITY) TO 275 B.C Children were taught principally at home by their parents and servants (usually educated captured slaves) Schools were only on the Elementary Level Entry to public life was by participation in civic, religious and military affairs 2. FROM 275 B.C UNTIL 132 B.C The Romans developed a literary culture and a system of higher education patterned after the Greeks. 3. FROM 132 B. C TO 100 A.D Latin Literature and grammar were perfected. Medicine and Law were taught on a systematic basis. Roman treatises on Architecture and oratory were produced. 3. FROM 132 B. C TO 100 A.D Schools were private The government became an empire Jesus Christ was born, lived and was crucified and the Christian church was established 4. FROM 100 A.D TO 275 A.D Law become a university subject Medicine took from, and it kept this for 1400 years Government increased its subsidy for learning  5. FROM 275 A. D TO 529 A.D Government established a monopoly of education Teachers were required to be licensed Christianity became first tolerated, then it became the official first religion of the empire Textbooks were written The Ancient world went to pieces and the Middle Ages were ushered in First among the traits in the Roman moral ideal was manliness, and it’s most prominent components were courage and strength A second roman trait was reverential regard for one’s ancestors, for the divine powers, and for sacred customs The Roman character expressed itself to advantage in the sense of professional, family, and public responsibility EARLY ROMAN EDUCATION AIMS OF EARLY ROMAN EDUCATION Utilitarian – to produce men who would be active and efficient in daily life Moral – to produce good citizens Military – to train men to be good soldiers Civil and Political – to train men to be participative and wise in politics Religious – to train men to have reverence for the Gods. ORGANIZATION OF GRADE LEVELS AND AGENCIES OF EDUCATION MORAL TRAINING, RELIGIOUS TRAINING AND VOCATIONAL TRAINING Young children were taught by their parents at home with rudiments of knowledge, moral, and religion. MORAL TRAINING, RELIGIOUS TRAINING AND VOCATIONAL TRAINING Boys went with their fathers to the shop or farm. Girls were left with their mothers at home CIVIC AND PHYSICAL TRAINING AND MILITARY TRAINING Boys went to the forum to learn about public affairs At the age of 16, boys became citizens by taking on toga virilis of manhood Then around age of 17 entered military camp to train TYPES OF EDUCATION AND ITS CONTENTS 1. Moral Training 2. Vocational Training 3. Physical and Military Training 4. Religious Training  5. Civic Training TYPES OF EDUCATION AND ITS CONTENTS 1. Moral Training (Home and Family) 2. Vocational Training (Vocations/Domestic) 3. Physical and Military Training 4. Religious Training  5. Civic Training (laws, Twelve Tables, Roman History) FINANCING Fee was only needed when the students entered the private schools. LATER ROMAN EDUCATION  AIMS OF LATER ROMAN EDUCATION ORATORICAL – chief aim was capability improvement especially in public speaking CIVIC – ideal aim is to train students for public service The aim of early Roman education was the development of the vir bonus – the good citizen, the good soldier, the good worker ORGANIZATION OF GRADE LEVELS AND AGENCIES OF EDUCATION In the later days of the empire, Rome had schools of the Greek type, the Greko Roman school which put Rome on the threshold of her golden age. 3 LEVELS OF EDUCATION ELEMENTARY LEVEL (SCHOOL OF LITERATOR) Age 7 to 10. reading and writing were taught. It was typical for Roman children of wealthy families to receive their early education from private tutors. However, it was common for children of more humble means to be instructed in a primary school, traditionally known as a Ludus litterarius. ELEMENTARY LEVEL (SCHOOL OF LITERATOR) Writing was done with a stylus on a wax tablet SECONDARY LEVEL (GRAMMAR SCHOOL) Age 10 to 16 Boys from affluent families would leave their “litterator” behind and take up study with a Grammaticus, who honed his students’ writing and speaking skills, versed them in the art of poetic analysis, and taught them Greek if they did not yet know it. HIGHER LEVEL (SCHOOL OF RHETORIC) The rhetor was the final stage in Roman education. Very few boys went on to study rhetoric. Early on in Roman History, it may have been the only way to train as a lawyer or politician HIGHER LEVEL (SCHOOL OF RHETORIC) Age 16 or older, boys who studied for two to three years To be a good orator, an exercised oratory, declamation and debate. Teachers were called rhetors.