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Historical Foundation 7000 BC – 5000 BC Pre-literate societies (before writing) Goals: Teach Survival Skills and Group Harmony Informal education where children imitates adults Practice hunting, fishing, songs, poems, dances, etc.. Agents: Parents, trib...

Historical Foundation 7000 BC – 5000 BC Pre-literate societies (before writing) Goals: Teach Survival Skills and Group Harmony Informal education where children imitates adults Practice hunting, fishing, songs, poems, dances, etc.. Agents: Parents, tribal elders, religious leaders. CHINA 3000 BC – 1900 AD China Educational Goals: Prepare elites to govern the empire according to Confucian principles Students: Males of upper class Instructional Methods: Memorization and recitation Curriculum: Confucian classics Agents: Government officials Influence on education: Written examinations for civil service INDIA 3000 BC TO PRESENT India Educational Goals: To learn behavior and rituals based on Vedas Students: Males of upper castes Instructional Methods: Memorizing and interpreting sacred texts Curriculum: Vedas and religious texts Agents: Brahmin priest scholars Influence on education: Cultural transmission and assimilation, spiritual detachment EGYPT 3000 BC – 300BC Egypt Educational Goals: To prepare priests according to scribe for the empire Students: Males of upper class Instructional Methods: Memorization and copying texts Curriculum: Religious or technical texts Agents: Priests and scribes Influence on education: Restriction on educational controls to priest elites Around 500 BC, the Greeks developed a society that was divided into city-states and was sufficiently complex to require a formal educational system. Two of the more prominent were Athens and Sparta. GREEK 1600 BC – 300 BC Greece Educational Goals: To cultivate civic responsibility Students: Male children ages 7-20 Instructional Methods: Memorization and recitation in primary schools, lecture, discussion and dialog in higher schools ROMAN 750 BC – 450 AD Roman Educational Goals: Develop civic responsibility for the empire, administrative and military skills Students: Male children ages 7-20 Instructional Methods: Memorization and recitation includus; declamation, rhetorical schools Curriculum: reading, writing, arithmetic, law, philosophy Agents: Private schools and teachers, schools of rhetoric Influence on education: practical administrative skills, relate education to civic responsibility MEDIEVAL 500 AD – 1400 AD Medieval Educational Goals: Develop religious commitment, knowledge, and ritual; establish social order, prepare for appropriate roles Students: Male children of upper class, girls and women entering religious community ages 7-20 Instructional Methods: Memorization and recitation in lower schools, text analysis discussion in higher schools and universities Curriculum: Athens: reading, writing, arithmetic, philosophy, theology, military and chivalry Agents: Parish, chantry, cathedral schools, universities, knighthood Influence on education: structure and organization of the university, institutionalization of knowledge. RENAISSANCE 1350 AD – 1500 Renaissance Educational Goals: Cultivate humanist expert in Greek and Latin classics; prepare people to serve dynastic leaders Students: Male children of aristocracy and upper class, ages 7-20 Instructional Methods: Memorization and translation and analysis of Greek and Roman classics. classical literature, poetry and art. Curriculum: Latin and Greek classical literature, poetry and art. Agents: Classical humanist educators and schools like lycee, gymnasium and Latin school Influence on education: Emphasis on literary knowledge, excellence and style in classical literature, two track system of schools REFORMATION 1500 AD – 1600 AD Reformation Educational Goals: Cultivate a commitment to a particular religious denomination, and general literacy Students: Boys and girls ages 7-12 in vernacular schools, young men of upper class in humanist schools Instructional Methods: Memorization drill, indoctrination, catechetical instruction in vernacular schools, translation and analysis of classical literature in humanist schools Curriculum: Reading, writing, arithmetic, catechism, religious concepts and rituals. Latin and Greek theology  Agents: Vernacular elementary school for general public, classical schools for upper class Influence on education: Commitment to universal education to provide literacy for everyone; origins of school systems, dual track school system based on socioeconomic class and career goals INDUSTRIALIZATION In England and all over Europe after the French revolution, there is an expansion of technology such as machinery that works with petrol and steam Education was influenced by these changes Factory workers came about In this period, systems such as Socialism, Communism, Liberalism and Capitalism started gaining popularity The free thinking brought by the French revolution combined with industrial revolution caused education to take shape in this direction Education was needed by large masses New philosophies came about: Materialism, Socialism, Positivism etc. Historical Foundations EARLY CONCEPTIONS OF EDUCATION 1. Primitive Education - Education for Conformity Aims: To survive and to conform to the tribe to which they belong Contents: Practical and Theoretical Education Methods: Tell me and show me, trial and error, enculturation, indoctrination Proponents: Primitives 2. Oriental Education - Education for the Preservation of Social Stability Aims: To impress traditional ideas and customs in order to maintain and perpetuate the long established social order Contents: Moral and Theoretical Training Methods: imitation, memorization Proponents: Orientals (Chinese, Indians, Egyptians) 1.3 Greek Education - Education for the Development of Individuality Aims: To promote individual success and welfare through the harmonious development of the various aspects of human personality Spartan: To develop a good soldier in each citizen Athenian: To perfect man (body and mind) for individual excellence needed for public usefulness Contents: Spartan- Military and physical training Athenians- Liberal education Methods: Athenian- Principle of individuality Spartan- Competition and rivalry Proponents: Greeks 1.4 Roman Education - Education for Utilitarianism Aim: To educate the Roman youth for realizing national ideals Content: Physical training (martial arts, use of war weapons) Methods: Elementary – memorization, imitation Secondary – literary exercises, intensive drill on speech, grammar Proponents: Romans 2. EDUCATION DURING THE MIDDLE / MEDIEVAL AGE 2.1 Christian Concept of Education - Education for Humanitarianism Aim: To develop socially responsible individuals who possess all the virtues of brotherly love FACULTY OF EDUCATION and INFORMATION SCIENCES 2.2 Monasticism - Education as Spiritual Discipline/ Moral Discipline Aim: To achieve eternal salvation 2.3 Scholasticism - Education as Intellectual Discipline Aim: To support the doctrine of the church by rational argument 2.4 Chivalric Education - Education as Social Discipline Aims: Training for a life of high ideals / standards Training for knighthood centered on the rudiments of love, war and religion 2.5 Guild System of Education Aim: Prepare children for the requisites of commerce and industry 2.6 Saracenic Education Aim: Application of scientific facts to the affairs of daily life 3. MODERN CONCEPTIONS OF EDUCATION 3.1 Reformation Aim: Religious moralism Content: Physical education, Character education. Math, History, Science Methods: Memorization, religious indoctrination Proponent: Martin Luther 3.2 Counter-Reformation Aim: To develop an unquestioning obedience to the authority of the church Content: 4R’s (religion included)  Methods: -- adapting the lesson to the abilities, needs, and interests of children -- reviewing the previous lessons -- repetition for mastery -- memorization with understanding -- use of textbooks Proponents: Christian Brothers, Jansenists, Jesuits 3.3 Education as Training of the Mind / Formal Discipline Aims: To train the mind through rigorous exercises in order to develop intellectual capacities To form character (mental, physical and moral) Contents: Classical Languages and Math; Physical (vigor of the body) mental (mental power) and moral (good conduct) Methods: Formal- sensation, memory and reasoning, Drill method Proponent: John Locke 3.4 Rationalism Aim: To enable man to think for themselves Contents: philosophical/scientific knowledge, ethics and morality Methods: critical analysis, application of reason 3.5 Education in Harmony with Nature / Naturalistic Conception of Education FACULTY OF EDUCATION and INFORMATION SCIENCES Aims: To develop the individual in accordance with the laws of human development and to preserve the natural goodness of man Contents: Holistic education (physical, moral, intellectual) Proponent: Jean Jacques Rousseau 3.6 Education for Patriotic Citizenship / Nationalistic Conception Aim: To develop military preparedness and aggressiveness for the preservation and glorification of the State Content: Social Studies Methods: Practical Philippine Educational System Education during the Pre-Spanish Period Aims: For Survival, Conformity, and Enculturation Contents: Informal Education, Religion-oriented Methods: tell me and show me, observation, trial and error Education during the Spanish Period Aim: To propagate Christianity Contents: Religious Education, Vocational courses Methods: Dictation and memorization ○ The vernacular was used as the medium of instruction in the parochial schools. ○ The religious orders introduced the parochial school  ○ Education is suppressed, exclusive (for the elite), and inadequate. Education during the American Period Aim: To teach democracy as a way of life Methods: Socialized recitation, Student’s participation Contents: Reading, writing, arithmetic, language, GMRC, civics, hygiene and sanitation, gardening, domestic science, American History, and Philippine history Formal Education was established Education during the Commonwealth Period (1935-1942) Aims: (as provided by the 1935 Constitution) ○ to develop moral character, personal discipline, civic conscience, and vocational efficiency ○ to teach the duties of citizenship ○ to continue the promotion of democratic ideals and way of life. Content: Character education and citizenship training. Education under the Commonwealth was to help prepare for the coming independence of a new Filipino nation. Education During the Japanese Era (1943-45) Aims: ○ To strive for the diffusion of the Japanese language in the Philippines and the termination of the use of the English language in schools ○ To stress the dignity of manual labor Contents: Vocational, Technical, Agriculture, Values rooted on love for labor, physical education and singing Japanese songs, health/vocational education Education During the Republic (1943-1972) Aims: ○ Full realization of the democratic ideals and way of life ○ Promotion of equal educational opportunities for all Contents: ○ Social orientation as manifested by the conservation of the Filipino heritage ○ training for occupation ○ promotion of democratic nation building ○ a new thrust on community development Education During the New Society A. 1972-1986 Aim: For national development Made education relevant to the needs of the changing world  Bilingual Education Policy - use of English and Filipino as medium of instruction in specific learning areas B. 1986-2000 Aim: To promote national development and values education ○ The national budget appropriates the highest allocation for education ○ Promotion and improvement of the public school teachers ○ Implementation of NESC - addressed to civic, intellectual, and character development of the child ○ The Congressional Commission on Education (EDCOM), with its report in 1991, recommended the following: a. trifocalization of DECS into the Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA), and Commission on Higher Education (CHED); b. establishment of Teacher Education Center of Excellence; c. professionalization of teachers; and d. Technical-Vocational Education reform. Education During the 21st Century Aim: To provide the school age population and young adults with skills, knowledge and values to become caring, self-reliant, productive and patriotic citizens. ○ Republic Act 9155 (Governance of Basic Education Act), was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). The act provides the overall framework for: o school head empowerment by strengthening their leadership roles o school-based management within the context of transparency and local accountability. The K+12 program (RA 10533) implementation started on SY 2012-2013 kindergarten is now a part of the compulsory education system a new curriculum for Grade 1 and Grade 7 students was introduced by SY 2016-2017, Grade 11/Year 5 will be introduced, and Grade 12/Year 6 by SY 2017-2018; the phased implementation of the new curriculum will be finished by the SY 2017-2018 Every graduate is inculcated with the respect for human rights and values,notably, Maka-Diyos, Maka-tao, Makabansa, and Maka-Kalikasan. This makes every graduate empowered to effect positive changes in his/her life and that of others. Western Philosophies  1. Idealism -- adheres to the view that nothing exists except in the mind of man, the mind of God, or in a super or supra-natural realm -- idealists believe that ideas and knowledge are enduring and can change lives Aims: -- to develop the individual spiritually, mentally, morally (mind, soul and spirit) -- to discover and develop each individual's abilities and full moral excellence in order to better serve society Methods: Critical discussions, lecture, Socratic method, introspection, imitating models, reflection/reflective thinking, Content: Literature , History, Philosophy, and Religion Proponent: Plato – “in order to know something, we need to withdraw from the use of our senses and rely on a purely intellectual approach”. 2. Realism -- Stresses that the world is made up of real, substantial and material entities -- Knowledge is derived from sense experience. Aim: To provide students with essential knowledge to survive the natural world Methods: lectures, demonstrations, and sensory experiences, inductive logic Content: Science and Mathematics Proponents: Aristotle, Herbart, Comenius 3. Pragmatism / Experimentalism -- Pragmatists believe that the curriculum should reflect the society, emphasizing the needs and interests of the children. Aim: To teach students how to think so that he can adjust to the demands of an ever changing world Content: Practical and utilitarian subjects Methods: Project method, free and open discussion, individual problem-solving research Proponent: John Dewey Contemporary Philosophies 1. Perennialism -- Knowledge that has endured through time and space should constitute the foundation of education -- Perennialists believe that when students are immersed in the study of profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals. Aim: To develop power of thought Proponent: Robert Hutchins  2. Essentialism -- Teaching the basic/essential knowledge and skills Aim: To promote the intellectual growth of the learners. Proponent: William Bagley 3. Progressivism -- Education is always in the process of development -- Focused on the whole child and the cultivation of individuality -- Centered on the experiences, interests, and abilities of students -- Progressivists strive to make schooling both interesting and useful Aim: To provide the pupil the necessary skills to be able to interact with his ever changing environment. Proponents: John Dewey, Johann Pestalozzi 4. Existentialism -- Man shapes his being as he lives. -- Knowledge is subjective to the person’s decision, and varies from one person to another. Aim: To train the individual for significant and meaningful existence Proponent: Jean Paul Sartre 5. Social Reconstructionism -- Emphasizes the addressing of social questions and a quest to create a better society -- Social reconstructionists believe that systems must be changed to overcome oppression and improve human conditions. -- Curriculum focuses on students’ experiences Aim: Education for change and social reform Proponent: George Counts EASTERN PHILOSOPHIES 1. Indian Philosophies a. Hinduism Hinduism emphasizes a commitment to an ideal way of life called Dharma characterized by honesty, courage, service, faith, self-control, purity, and non-violence. Dharma can be achieved through Yoga. It believes that one should be able to control and regulate desires, so as not to devote life to sensual pleasure or worldly success. It believes that religion should be practical. God is to be realized by living in the world. God is truth and the best way to seek the truth is by practicing non-violence. Proponent: Mahatma Gandhi Hinduism in Education:  The teacher shows the way and imparts knowledge by his own example, responsible for the students’ spiritual welfare. The students aim of remembering everything by heart and gain mastery of every subject learned. Teaching methods are oral and memory intensive, discussion and debates b. Buddhism -- Buddhism believes that personal gratification is the root of sufferings in the world. -- The teachings of Buddha centered on the four noble truths: 1. All in life is suffering, pain, and misery. 2. This suffering has a cause: selfish craving and personal desire. 3. This suffering can cease. 4. The way to overcome this misery is through the Eight Fold Path such as: Right understanding, Right speech, Right conduct, Right vocation, Right concentration, Right effort, Right mindfulness, and Right thought. -- Buddhism holds that the universe is a Samsara, a stream without end in which the law of karma operates. -- It teaches non-attachment, concern for humanity, desire to become Buddha-like and to live in harmony with the natural flow of the Universe. -- Believes in the FOUR NOBLE TRUTHS -- Believes in the LAW OF KARMA Proponent: Siddharta Gautama Buddhism in Education: -- Education is rooted on faith -- Continuing educational system- to receive additional teaching and learn from each other during class discussions 2. Chinese Philosophies Characteristics of Chinese Philosophy The highest achievement of man is to be a sage or wise man. The Chinese are a this-world people. Life is desirable. They believe in the cycle of ups-and-downs in this life. They believe in the coordination of thought and action. a. Confucianism -- teaches moral life through devotion to the family, loyalty to elders, love of learning, brotherhood, civil service, and universal love and justice. -- People are social beings; they must interact with society without necessarily surrendering to it and the moral individual will attempt to change others to conform to the moral path.  -- Education should build moral character rather than merely teaching skills or information. -- Every person should strive for the continual development of self until excellence is achieved. -- Stresses the FIVE CARDINAL VIRTUES (benevolence, righteousness, propriety, wisdom and sincerity). Proponent: Confucius Confucianism in Education: Civil service exams Religious rituals in the schools b. Taoism -- Compassion and kindness were keys to friendship. -- It advocates simplicity, frugality, and the joys of being close to nature and being in harmony with the whole universe. -- Simplicity is the key to knowledge as patience is to understanding. -- Tranquility is the assurance of the good life. -- Strongly believes in Wu Wei: Do nothing that is unnatural or not spontaneous; not strain or strive for anything. Let things come naturally. -- TAO: a way of life, a philosophy advocating simplicity, frugality, and the joys of being close to nature and being in harmony with the whole universe Proponent: Lau-Tzu Taoism in Education: Taoist ethics emphasized on compassion, moderation and humility Physical exercises involving slow and controlled body movements to achieve mental stillness 3. Japanese Philosophy Zen Buddhism -- It has no concept of savior/s, paradise, faith in God, nor scriptures. -- It proposes to discipline the mind and seeks the freedom of the mind. -- It emphasizes a dependence on oneself rather than an outside source for answers and wisdom, -- The Third Eye helps one see things in addition to what our two eyes show us; we should be attuned to the things around us. -- It emphasizes silent meditation, which aims to awaken the mind in each person. -- Enlightenment comes through an immediate and intuitive understanding of reality that awakens our Buddha nature (through rational thinking).  -- Teaches that the entire universe is one’s mind, and if one cannot realize enlightenment in one’s own mind now, one cannot ever achieve enlightenment. 4. Muslim Philosophy Islam a. Islam believes in One God. b. Sacred Ground – It believes that all the earth belongs to Allah; therefore, wherever one prays is a Holy ground. c. There is equality before God. No man needs an intercessor before Allah. d. Life Hereafter. Human’s physical body dies but the soul lives forever. e. Truthfulness to tell the truth at all times and under all circumstances is a must. f. Charity is important. g. Duty to animals. Treat animals with kindness and compassion. Islam emphasizes a total commitment to faith, obedience, and trust in one and only God. Koran, its sacred book is the word of God No intermediaries between God and humans. Any person, no matter how sinful, can bring a plea before God. Each person will be tried on the last judgment when Allah will judge all souls. Islam believes in paradise – an oasis of flowing waters, pleasant drinks, food, and sensual delights. Five Pillars of Islam Belief in one God (Allah) Prayer (5x a day) Fasting Almsgiving Pilgrimage Proponent: Muhammad / Mohammed Islam in Education: useful knowledge is necessary for the benefit of the self and of humanity. a truly Islamic government is required to the best of its ability to provide all means that promote adequate education for its citizen.