Historical Foundation of Education PDF

UNI GRACE P. PORRAS Course Professor, 2PROFED01...

UNI GRACE P. PORRAS Course Professor, 2PROFED01 Philippine Normal University Mindanao https://thumbs.dreamstime.com/z/caveman-cyborg-handshake-robot-prehistoric-man-contract-artificial-intelligence-ancient-vector-illustration-152398310.jpg  Trace the historical development of education  Describe the characteristics of education in each period  Discuss how education in each period influences the present educational system https://miro.medium.com/v2/resize:fit:1080/1*w40cRnxVBwY47KWY3xiOig.jpeg  the model of life is static and absolute  education can be applied in the sense of enculturation  the purpose of education is to guide children to become good members of their tribe or band https://cdn1.vectorstock.com/i/1000x1000/48/25/prehistoric-people-family-happy-primitive-vector-30434825.jpg   the teachers are the immediate community  initiation “curriculum” consisting of cultural values, tribal religion, myths, philosophy, history, rituals, and other knowledge  participatory learning based on empathy, identification, and imitation (Margaret Mead) https://www.britannica.com/topic/education#ref47438 https://previews.123rf.com/images/macrovector/macrovector1602/macrovector160200522/52698558-prehistoric-stone-age-caveman-being-elements-tribe-hunting-tools-and-crafts-flat-2x2-images-set.jpg   Sumer  ancient civilization in the Mesopotamia region of the Fertile Crescent situated between the Tigris and Euphrates rivers  first settled by humans from 4500 to 4000 B.C.  its early population, the Ubaid people, made strides in the development of civilization such as farming, raising cattle, weaving textiles, carpentry, and pottery  at its peak around 2800 BC, the city had a population between 40,000 and 80,000 people https://www.history.com/topics/ancient-middle-east/sumer   learning environment  “edubbas” or “tablet houses,” were the epicenters of learning  primarily established to train scribes  typically consisted of a single room where students sat on the floor or on benches  often attached to temples or palaces https://ancientscholar.org/sumerian-education-schools-scribes-and-social-hierarchy/   educational process or delivery  education often began around the age of seven and continued for many years  the primary focus of education was on mastering cuneiform, which required years of rigorous training to achieve proficiency  the learning process involved repetitive copying of texts  teachers, known as “ummia,” were strict and demanded precision and diligence from their pupils  mistakes were not tolerated lightly and punishment for errors could be severe https://ancientscholar.org/sumerian-education-schools-scribes-and-social-hierarchy/   curriculum  literacy and numeracy  astronomy-tracking the lunar cycles  ethics and morality through the study of literature (e.g. Epic of Gilgamesh)  legal studies such as learning about contracts, property rights, and the judicial processes  practical skills in various crafts and trades https://ancientscholar.org/sumerian-education-schools-scribes-and-social-hierarchy/ https://upload.wikimedia.org/wikipedia/commons/thumb/e/ed/Hero_lion_Dur-Sharrukin_Louvre_AO19862.jpg/220px-Hero_lion_Dur-Sharrukin_Louvre_AO19862.jpg   educational tools and materials  clay tablets, the primary medium for writing  styluses, typically made from reeds, were used to etch symbols  counting tools such as small clay tokens and abacuses for teaching mathematics  reference texts, which were copied and studied by students https://ancientscholar.org/sumerian-education-schools-scribes-and-social-hierarchy/ https://qph.cf2.quoracdn.net/main-qimg-9e7e59813ff15b771a70931cd0f81401-pjlq   education and social status  literacy was a marker of social status and privilege  literacy was reserved for a select few who underwent extensive training in the “tablet houses”  literacy provided access to a wealth of knowledge, allowing educated individuals to engage in intellectual pursuits and contribute to the cultural and technological advancements of their society https://ancientscholar.org/sumerian-education-schools-scribes-and-social-hierarchy/ https://slideplayer.com/slide/17470461/102/images/3/Divide+it+into+6+sections..jpg   Egypt  flourished almost simultaneously with the Mesopotamian civilization during the first civilizational phase (3000–1500 BCE)  the Nile River was extremely important to the ancient Egyptian's way of life  grain, particularly wheat, was a staple crop  one of the first people to introduce the use of the ox-drawn plow  taxes were imposed on the crops https://www.ancient-egypt-online.com/daily-life-in-ancient-egypt.html   family was important and family life began early for the ancient Egyptians  most marriages were polygamous  divorce was rare  children were considered to be a blessing from the gods, especially in noble and royal families  women were oftentimes treated as equal to men  women were allowed to own their own property, testify in court, and even conduct business dealings © Jean-Pierre Dalbéra - Relief of Akhenaten and his family https://www.ancient-egypt-online.com/daily-life-in-ancient-egypt.html   they were polytheistic  their religion was filled with rituals, rites and other special practices and ceremonies  many temples were built in honor of specific gods and goddesses  daily life was filled with entertainment such as fishing and river boating on the river Nile, hunting crocodiles and hippopotamuses, swimming and playing boat games  sports included athletics and early versions of team sports like rowing or hockey https://www.ancient-egypt-online.com/daily-life-in-ancient-egypt.html https://anthropologyreview.org/wp-content/uploads/2023/08/ancient-egyptian-gods-and-goddesses.jpg   educational process or delivery  children in a classroom, seated at desks, with an instructor who is seated at a larger desk  rules for proper behavior were written on classroom walls  punishments were harsh  mostly only boys received a formal education; girls were taught at home by their mothers  mothers were responsible for educating the children, both boys and girls, until the boys reached 4 years of age  at 4 years old, the boys began to receive tutelage from their fathers  when young boys reached 7 years of age, they began their formal education https://ancientscholar.org/sumerian-education-schools-scribes-and-social-hierarchy/  at the age of 14, the middle and lower class boys left their formal education to work as apprentices to their fathers  high-born girls could be afforded additional education  apprenticing to a scribe could afford a boy social mobility  part of the extended education for a scribe was to repeatedly write the hundreds of symbols that comprised the Egyptian language  drill and memorization, work-study methods were used https://www.ancient-egypt-online.com/education-ancient-egypt.html https://www.ancient-egypt-online.com/images/low-class-workers.jpg   young boys who were extremely promising were allowed to attend the Prince's School  the Prince's School was for the king's sons and the sons of nobility or high officials; no girls were allowed https://www.ancient-egypt-online.com/education-ancient-egypt.html https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTpwczFFX7gc5Ge-s4PkGTeod7pHI8jG-ilmw&s   curriculum  formal education consisted of reading, writing, sports, math, and social graces  recognizing several hundred hieroglyphics was taught  respect for parents was stressed  manners, morals, and hard work were emphasized  young girls were taught the skills of child rearing, running a household, cooking, baking, simple medical skills, and so forth  career-type apprenticeships for women were limited to becoming a baker, dancer, entertainer, or weaver  girls of higher birth were given instruction on supervising household servants and slaves, entertaining high-ranking visitors https://www.ancient-egypt-online.com/education-ancient-egypt.html   religious education was included with the other subjects  philosophies were taught in conjunction with religion and morals wisdom came about by obeying the natural laws that governed everyday life  wisdom was a result of adhering to justice, integrity, and truth  politics, history, and the arts were also included https://www.ancient-egypt-online.com/education-ancient-egypt.html https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcR21Flr5mDL7OMNlxNPwWv-kfVYMR2zfxxfag&s   learning materials  writing kit consisting of reeds and a palette of solid inks  paper was available only in the form of papyrus; it was scarce and not used for practice  Kemty, educational books, which were written vertically rather than in the left to right, horizontal method https://ancientscholar.org/sumerian-education-schools-scribes-and-social-hierarchy/   Ancient India  the earliest known major civilization in ancient India was the Indus Valley civilization that became more organized around 2600 BCE  it had planned cities with complex public work projects like a sewage and drainage system https://www.ancient-egypt-online.com/daily-life-in-ancient-egypt.html  the people had a shared written language, which has still not been deciphered  they established and regulated trade with other civilizations, including Egypt and Mesopotamia  there were advances in technology like standardized systems of weights and the use of various crafts like metalworking   the Indus Valley civilization declined around 1900 BCE because of changes to the climate that made it harder to farm  people left the cities and spread out over large areas of land again  the Vedic or Indo-Aryan Age from 1500 BCE to 500 BCE followed  during this era, Indian society was characterized by independent tribal kingdoms  the beginning of Hinduism made this a notable era in the history of Ancient India https://education.nationalgeographic.org/resource/ancient-civilizations-india/ https://rosenlearningcenter.com/staticfiles/rosen-bookshelf/books/spotlightOnTheRiseAndFallOfAncientIndianCivilization/DailyLifeAncientIndia/data/bookPages/img/ch_9.jpg   the Vedic Age ended in the middle of the last millennium BCE when ancient India began to be organized into larger empires with networks of cities again  this was influenced by Alexander the Great’s campaign of conquest, which began in Greece and swept east until he reached India  he helped break up the Persians’ hold on Northern India, which would help later rulers expand their own indigenous empires  trade, art, culture, and the sciences flourished  major religions were developed like Buddhism and Jainism  these religions had some tenets of Hinduism, but rejected certain aspects of the Vedas and the caste system https://education.nationalgeographic.org/resource/ancient-civilizations-india/ https://rosenlearningcenter.com/staticfiles/rosen-bookshelf/books/spotlightOnTheRiseAndFallOfAncientIndianCivilization/DailyLifeAncientIndia/data/bookPages/img/ch_9.jpg   the Mauryan Empire (322-185 BCE) rose after Alexander the Great took over areas formerly controlled by the Aryans and destabilized the region  the first ruler of the Mauryan Empire, Chandragupta, took over the land strategically  the Mauryan Empire is mostly known for spreading Buddhism through one of its most famous leaders, Ashoka, Chandragupta’s grandson  Ashoka promoted non-violence and harmony  the Gupta Empire began to rise in the late 4th century C.E., after the end of the Mauryan Empire  the Gupta Empire was another time of significant achievements in literature, science, technology, and art, referred to as the Classical Age of India https://education.nationalgeographic.org/resource/ancient-civilizations-india/ https://rosenlearningcenter.com/staticfiles/rosen-bookshelf/books/spotlightOnTheRiseAndFallOfAncientIndianCivilization/DailyLifeAncientIndia/data/bookPages/img/ch_9.jpg   the many advancements of the Gupta Empire was attributed to a string of strong leaders that allowed its citizens to thrive  Chandragupta I (reigned 318-30 CE) is considered the first leader of the Gupta Empire who, after inheriting a smaller piece of land, extended his territory through marriage and conquering other lands  a Chandragupta II (375-415 CE), grew the empire to its widest by dividing the empire into two types of territories (emperor and kings)  the fall of the Gupta empire started in the 6th century after a series of weak rulers left the lands vulnerable to conquest  Muslim invaders took control of the region piece by piece, broken up into smaller city-states, until the Islamic Mughal Empire in the 1500s C.E. united the region under a common ruler again https://education.nationalgeographic.org/resource/ancient-civilizations-india/ https://rosenlearningcenter.com/staticfiles/rosen-bookshelf/books/spotlightOnTheRiseAndFallOfAncientIndianCivilization/DailyLifeAncientIndia/data/bookPages/img/ch_9.jpg   the caste system  based on Varna, the hereditary roots of a newborn  the combination of the four Varnas constitute Purusha, the primordial being  Brahmins constitute its mouth, Kshatriyas its arms, Vaishyas its thighs, and Shudras its feet https://ichef.bbci.co.uk/news/624/cpsprodpb/2189/production/_88458580_indian_caste_624_v2.jpg   the caste system  intended to decongest the responsibilities of one's life, preserve the purity of a caste, and establish eternal order  order in a society would lead to contentment, perpetual peace, adherence to law, deterrence from all misconduct, responsible exercise of liberty and freedom, and keeping the fundamental societal trait of 'shared prosperity' above all others  adhering to Varna duties is the belief enables a person to attain moksha (liberation from the cycle of death and rebirth) on being dutiful  belief in the concept of Karma reinforces the belief in the Varna life principles  Varnas fell from their virtuosity around1000 BCE and 500 BCE when constant social and economic complexities emerged https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=According%20to%20the%20Vedas%2C%20consistent,life%20duties%20and%20ideal%20disposition. https://ichef.bbci.co.uk/news/624/cpsprodpb/2189/production/_88458580_indian_caste_624_v2.jpg   educational process and curriculum  during the first period, the child received elementary education at home  the beginning of secondary education and formal schooling was marked by a ritual known as the upanayana, or thread ceremony, which was restricted to boys only and was more or less compulsory for boys of the three higher castes  the Brahman boys had this ceremony at the age of 8, the Kshatriya boys at the age of 11, and the Vaishya boys at the age of 12 https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=According%20to%20the%20Vedas%2C%20consistent,life%20duties%20and%20ideal%20disposition. https://m.media-amazon.com/images/I/61Y-++tTWuL._AC_UF1000,1000_QL80_.jpg   educational process and curriculum  the boy would leave his father’s house and enter his preceptor’s ashrama  the acarya would treat him as his own child, give him free education, and not charge anything for his boarding and lodging  the pupil had to tend the sacrificial fires, do the household work of his preceptor, and look after his cattle https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=According%20to%20the%20Vedas%2C%20consistent,life%20duties%20and%20ideal%20disposition. https://media.webdunia.com/_media/hi/img/article/2016-06/02/full/1464862675-6723.jpg   educational process and curriculum  study at this stage consisted of the recitation of the Vedic mantras (“hymns”) and the auxiliary sciences—phonetics, the rules for the performance of the sacrifices, grammar, astronomy, prosody, and etymology  the character of education differed according to the needs of the caste  during the whole course at school, brahmacharya is observed (i.e., wearing simple dress, living on plain food, using a hard bed, and leading a celibate life) https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=According%20to%20the%20Vedas%2C%20consistent,life%20duties%20and%20ideal%20disposition. https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSDC-1dY19liTU6j8lIVlry1u-IDmFdDGS2ug&s   educational process and curriculum  the period of studentship normally extended to 12 years  for those who wanted to continue their studies, there was no age limit  after finishing their education at an ashrama, they would join a higher centre of learning or a university presided over by a kulapati (a founder of a school of thought)  advanced students would also improve their knowledge by taking part in philosophical discussions at a parisad, or “academy”  education was not denied to women, but normally girls were instructed at home https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=According%20to%20the%20Vedas%2C%20consistent,life%20duties%20and%20ideal%20disposition. https://dharmayudh.com/wp-content/uploads/2023/03/IMG-20230311-WA0001-820x510.jpg   educational process and curriculum  the method of instruction differed according to the nature of the subject  memorization since the first duty of the student was to memorize the particular Veda of his school, with special emphasis placed on correct pronunciation  comprehension in the study of literary subjects such as law, logic, rituals, and prosody  the use of parables in the personal spiritual teaching relating to the Upanishads, or conclusion of the Vedas  use of catechism in higher learning, such as in the teaching of Dharma-shastra (“Righteousness Science”) https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=Accuties%20and%20ideal%20disposition. https://dharmayudh.com/wp-content/uploads/2023/03/IMG-20230311-WA0001-820x510.jpg   China  the Chinese 'Cradle of Civilization' is the Yellow River Valley which gave rise to villages sometime around 5000 BCE  from these small villages and farming communities grew centralized government, the first of which was the prehistoric Xia Dynasty (c. 2070-1600 BCE)  the dynasty was founded by the legendary Yu the Great who worked relentlessly for 13 years to control the flooding of the Yellow River https://www.worldhistory.org/china/   China  after he had controlled the flooding, Yu conquered the Sanmiao tribes and was named successor (by the then-ruler, Shun), reigning until his death  he established the hereditary system of succession and the concept of dynasty  the ruling class and the elite lived in urban clusters while the peasant population, which supported the elite's lifestyle, lived in rural areas  his son, Qi, ruled after him and power remained in the hands of the family until the last Xia ruler, Jie, was overthrown by Tang who established the Shang Dynasty (1600-1046 BCE) https://www.worldhistory.org/china/   China  Tang was from the kingdom of Shang  around 1600 BCE, he led a revolt against Jie due to the extravagance of the Xia court and the resultant burden on the populace  Tang defeated Jie’s forces at the Battle of Mingtiao  Tang then assumed leadership of the land, lowered taxes, suspended the grandiose building projects begun by Jie (which were draining the kingdom of resources) and ruled with such wisdom and efficiency that art and culture were allowed to flourish  writing developed under the Shang Dynasty as well as bronze metallurgy, architecture, and religion  other dynasties followed https://www.worldhistory.org/china/   the people worshipped many gods with one supreme god, Shangti, as head of the pantheon  Shangti was considered 'the great ancestor' who presided over victory in war, agriculture, the weather, and good government  the people required more immediate intercessors for their needs and so the practice of ancestor worship began  The king, in addition to his secular duties, served as chief officiate and mediator between the living and the dead and his rule was considered ordained by divine law https://www.worldhistory.org/china/ https://factsanddetails.com/archives/004/201610/5813071b990d6.jpg   Pre-1840  the roots of a system of formal education in China can be traced as far back as the 16th century B.C. later Shang Dynasty (1523-1027 B.C.)  education was the privilege of the elite few  its primary purpose is to produce government officials  the curriculum centered on the so-called “Six Arts”: Rites, Music, Archery, Chariot-Riding, History, and Mathematics  the curriculum gradually gave way to one based on The Four Books and The Five Classics which were based on the teachings of Confucius (551- 479 B.C.)  these works outlined the principles of society and government and codes for personal conduct https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=Accuties%20and%20ideal%20disposition. https://dharmayudh.com/wp-content/uploads/2023/03/IMG-20230311-WA0001-820x510.jpg   Pre-1840 By 1370, the examinations lasted  various levels of the imperial or civil between 24 and 72 hours, and were service examinations were administered conducted in spare, isolated  the exams consisted of essay questions examination rooms that tested the candidate's understanding of Confucius' teachings  students could prepare for these examinations by enrolling in the private institutions of higher education which existed for no other reason than to prepare students for the civil service examinations https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=Accuties%20and%20ideal%20disposition. https://upload.wikimedia.org/wikipedia/commons/thumb/1/13/Palastexamen-SongDynastie.jpg/300px-Palastexamen-SongDynastie.jpg   passing the other degrees gave one certain privileges, such as exemption from labor service and corporal punishment, Keju levels and government stipends, and admission to upper-gentry status degrees  elaborate precautions were taken to prevent cheating  county level  the examination became so stylized (the set form for an  prefectural or examination paper came to be the famous “eight-legged district level essay” (bagu wenzhang), which had eight main headings, used not more than 700 characters, and dealt with topics (xiucai) according to a certain set manner)  provincial level  often criticized for setting a command of style above (juren) thought.  palace exam –  finally abolished in 1905 by the Qing dynasty in the midst of (jinshi) modernization attempts https://www.worldhistory.org/article/1152/caste-system-in-ancient-india/#:~:text=Accuties%20and%20ideal%20disposition. https://upload.wikimedia.org/wikipedia/commons/thumb/1/13/Palastexamen-SongDynastie.jpg/300px-Palastexamen-SongDynastie.jpg   educational process and curriculum  school began at around 6-7 years of age in the local school  some students went to the academy for additional studies  some students would go to university to obtain a government position  emphasis was on strict obedience in a hierarchical setting  deference to authority was the ultimate duty of everyone  moral training was centered on Five Cardinal Virtues (charity, justice, righteousness, sincerity, and conformity to tradition)  ancient Chinese education was taught almost exclusively by rote memory  education was generally for male students https://educationalresearchtechniques.com/2018/07/02/education-in-ancient-china/https://media.webdunia.com/_media/hi/img/article/2016-06/02/full/1464862675-6723.jpg   Israel  the Jewish people fled Egypt as refugees (Exodus) before arriving (with some divine help) in the Levant (the region along the eastern Mediterranean shores, roughly corresponding to modern-day Israel, Jordan, Lebanon, Syria, and certain adjacent areas)  they started conquering territory from the local population such as the Canaanites  David rose to become Israel's king after slaying Goliath https://www.livescience.com/55774-ancient-israel.html https://jimbelton.wordpress.com/wp-content/uploads/2017/01/ancient-isreal.jpg?w=300   Israel  either of two political units in the Hebrew Bible (Old Testament): the united kingdom of Israel under the kings Saul, David, and Solomon, which lasted from about 1020 to 922 BCE or the northern kingdom of Israel, including the territories of the 10 northern tribes (Asher, Dan, Ephraim, Gad, Issachar, Manasseh, Naphtali, Reuben, Simeon, and Zebulun) https://www.britannica.com/topic/Israel-Old-Testament-kingdom https://bibleodyssey.com/wp-content/uploads/2022/06/map-12_Tribes-rm-g-02.jpg   Pre-exilic education  prior to the exile of 586/587 B.C., the primary teachers were the tribe and the family  participation in the various agrarian occupations, such as farming, tent-making, making of tools, and fishing  written literature was developed from the rich depository of oral tradition within the Hebrew culture as the offices of priest and prophet began to emerge  the focus of education focused on teachers who would teach reading and writing  prophets were also considered teachers https://bibleresources.americanbible.org/resource/education-in-ancient-israel https://images.squarespace-cdn.com/content/v1/588ff15e29687f4ab78da069/1580839286332-8PJ4LYPBB2TPOIGT63MW/Prophet.png   Exilic education Some of the laws in the Priestly  Jerusalem was destroyed by the Babylonians in Code  Law of circumcision 586/587 B.C.  Laws concerning  the Hebrews deported to Babylon were confronted consumption of the with unfamiliar customs and mores, causing cultural Passover meal  Laws concerning the accommodation but also a fierce attempt to stabilize keeping of the Sabbath their tradition, hence the Priestly Code  Law concerning the the body of laws expressed in the Torah, consumption of dead constituting the majority of Leviticus, as well as animals, fat, blood, and the portion due to the priest some of the laws expressed in Numbers  Law concerning forms a large portion, approximately one third, of inappropriate behaviour for the commandments of the Torah, and thus is a priests  List of clean and unclean major source of Jewish law animals https://bibleresources.americanbible.org/resource/education-in-ancient-israel https://images.squarespace-cdn.com/content/v1/588ff15e29687f4ab78da069/1580839286332-8PJ4LYPBB2TPOIGT63MW/Prophet.png   Exilic education  the family was still the primary learning center even during the 70 years of the Exile  children were regarded as a gift from God and educating them for the future was given emphasis  festivals and feasts were a prominent teaching tool  more formal education began to emerge  boys were taught how to read and write, portions of the Hebrew Bible, Mosaic history  girls were given instruction in domestic duties  women were also formally trained in such concerns as midwifery and medicine https://bibleresources.americanbible.org/resource/education-in-ancient-israel https://c8.alamy.com/comp/2DBKME8/halftone-of-jewish-children-attending-synagogue-school-in-ancient-israel-2DBKME8.jpg   higher education was given to the detailed study of the law  teaching centers for the community emerged, and would later develop into the institution known as the synagogue  scribes became essential to teaching and educating people concerning the law  pedagogy was shaped because of a desire to train children and a nation to be holy before God  mnemonic devices were used for easier memorization  parables were used for moral instruction https://bibleresources.americanbible.org/resource/education-in-ancient-israel https://media.istockphoto.com/id/178527354/photo/second-temple-ancient-jerusalem.jpg?s=612x612&w=0&k=20&c=J_nFJwIPXaM4K6T0ZsJwnKhVYrZLcAXABQo0BzZHkTE=   Post-exilic education  preserving the nation through religious education became even more important  priests maintained a primary educator role, devoting their duties to administration of the Temple  in time, their role as teacher was given over more and more to the scribes  education became universal and compulsory for Jewish boys and men  Simon ben-Shetach, brother of Queen Alexandra (reigned from 78-69 B.C.) declared elementary education compulsory  Joshua ben-Gamala, who was High Priest from 63-65 A.D., established that teachers should be appointed for every district and that children should be brought to the appointed teachers at the age of six or seven years https://bibleresources.americanbible.org/resource/education-in-ancient-israel https://c8.alamy.com/comp/2DBKME8/halftone-of-jewish-children-attending-synagogue-school-in-ancient-israel-2DBKME8.jpg   Post-exilic education  in some cases, respect for the teacher probably surpassed parental respect  the teacher was to be male and married, was not to be idle, even-tempered and with high moral standards, and had to teach without pay  some teachers were also millers, carpenters, shoemakers, clerks, perfume distillers  teaching methods were uniform, based on reading and oral learning, and conducted through repetition  teaching also included debate and practice https://bibleresources.americanbible.org/resource/education-in-ancient-israel https://c8.alamy.com/comp/2DBKME8/halftone-of-jewish-children-attending-synagogue-school-in-ancient-israel-2DBKME8.jpg   Ancient Greece  comprised settlements in Asia Minor, southern Italy, Sicily, and the Greek islands  it was divided into city-states that functioned independently of one another  there were frequent wars between city-states  some city-states, including Athens, were governed by an early system of democracy  an interest in athletic competition was prevalent in ancient Greek culture, and the first Olympic Games were held in 776 BCE Asia Minor is the place where the continents of Asia and Europe meet. It is also known by its Greek name, Anatolia. https://www.britannica.com/summary/ancient-Greece https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Sparta  ancient capital of the Laconia district of the southeastern Peloponnese, southwestern Greece  lies on the right bank of the Evrótas Potamós  ruled by a military oligarchy from the 6th to the 2nd century BCE  from the 5th century the ruling class of Sparta devoted itself to war and diplomacy, deliberately neglecting the arts, philosophy, and literature, and forged the most powerful army standing in Greece https://www.britannica.com/summary/ancient-Greece https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Spartan Education  the agoge was the ancient Spartan education program, which trained male youths in the art of war  agoge means "raising" in the sense of raising livestock from youth toward a specific purpose  instituted by the lawgiver Lycurgus and was integral to Sparta’s military strength and political power  participation by males in the agoge was mandatory  boys entered the agoge at the age of 7 and graduated around the age of 30 at which time they were allowed to marry and start a family  girls were not allowed to join but were educated at home by their mothers or trainers https://www.worldhistory.org/article/342/agoge-the-spartan-education-program/ https://res.cloudinary.com/jerrick/image/upload/c_scale,f_jpg,q_auto/647fed090b17a3001d1e1488.png   Spartan Education  Spartan girls participated in the same physical fitness routines as the boys when young, even training with them at first  they were then educated in reading, writing, and mousike ("music") a term which included singing, dance, playing a musical instrument, and composing poetry  they also engaged in a number of sports including boxing, wrestling, discus and javelin toss, horseback riding, and foot races  they had no need to learn to sew or weave because the menial jobs in Sparta were taken care of by the helots https://www.worldhistory.org/article/342/agoge-the-spartan-education-program/ https://www.worldhistory.org/img/r/p/1000x1200/2912.jpg.webp?v=1724188336   Agoge Initiation: Paides o when Spartan children were born, the male elders of the family decided if the infant was fit to live and be raised o male children were raised primarily by their fathers until the age of seven when they entered the agoge and were known as paides (boys) o for the first five years in the agoge, between the age of 7-12, boys were taught to read and write, but the program’s emphasis was on endurance events, athletic competitions, military prowess, and teaching them to survive and outwit others o the child soldiers were also taught to steal o the act of theft was not punished, but the carelessness exhibited in getting caught was https://www.worldhistory.org/article/342/agoge-the-spartan-education-program/ https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Agoge Initiation: Paides o the focus of the program was on instilling essential skills which would enable one not only to survive but conquer o the boys had to literally make their own beds from rough reeds that grew by the river they had to break by hand without using a knife o any action or routine behavior considered a waste of time was discouraged, and this applied even to the way one spoke o the modern-day term laconic, meaning to express much in few words, comes from Laconia, the home of the Spartans Philip II of Macedon sending the threat, “If I enter Laconia with my army successfully, I will raze Sparta to the ground” to which the Spartans replied, “If”   Agoge Transition: Paidiskoi o training in speech continued o “surrogate fathering” was practiced o this sort of relationship also deepened the bonds between the younger and older students who thought of themselves and were considered by others all sons of the same father, the state o Xenophon denies there was any sexual element to the relationships of the boys in the agoge o he notes that Lycurgus created a system with his agoge unlike any others and only encouraged relationships that enriched the soul, not those which fed the appetites of the body https://www.worldhistory.org/article/342/agoge-the-spartan-education-program/ https://study.com/cimages/multimages/16/326px-geiger_richrd_-_grg_npek_029_helta_vezetk_meghdolnak_a_sprtai_kirly_eltt5740408907249020425.jpg   Agoge Maturity: Hebontes o students were known as hebontes (young men) and were under the tutelage of a paidonomos (boy-herder) o the paidonomos was appointed by the city’s Ephors (overseers), who were elected officials sworn to uphold the laws of Sparta and were even given authority to challenge a sitting king if he did not do the same o the Ephors were among the older men who oversaw punishments given to the younger boys by their elders https://www.worldhistory.org/article/342/agoge-the-spartan-education-program/ https://c8.alamy.com/comp/2G7G3BC/young-spartans-exercising-at-sparta-ancient-greece-europe-old-19th-century-engraved-illustration-from-el-mundo-ilustrado-1880-2G7G3BC.jpg   Agoge Maturity: Hebontes o one needed to be elected to a certain mess also known as a "common tent" (a suskania) o all the men of that mess ate every meal together, the only excuses for non-attendance were participation in a religious ritual or a hunting expedition o every man of that mess was required to bring food to be shared in common o the main meal was held after dark and no torches were allowed for lighting the way to or from the mess hall in order to encourage the men’s skill in navigating terrain in the dark o a man might marry but most did not until they graduated at the age of 30 o they could start a family but still were expected to eat with their mess o the women of Sparta also ate communally, just apart from the men o women had their own sphere of influence and power but were not allowed to participate in any aspect of Greek warfare o women had the most important responsibility of all: giving birth to warriors https://www.worldhistory.org/article/342/agoge-the-spartan-education-program/ https://study.com/cimages/multimages/16/326px-geiger_richrd_-_grg_npek_029_helta_vezetk_meghdolnak_a_sprtai_kirly_eltt5740408907249020425.jpg   Athens  generally considered to be the birthplace of Western civilization  the site of Athens has been inhabited since the Neolithic Period (before 3000 BCE)  used cyclopean masonry, a type of construction using huge blocks without mortar  constructed wells, fortification and secular buildings  operated silver mines  collected revenues from its allies, members of the Delian League https://www.britannica.com/summary/ancient-Greece https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Athenian Education  renounced military-oriented education  the civil aspect of life and culture was emphasized  armed combat was only practiced as a sport  learning takes place in didaskaleion (a place for instruction) or scholē (leisure)  each activity took place in a separate place  boys of privileged rank were taken by a kind of chaperone, the paidagōgos  literacy was taught by the writing master, known as a grammatistes  letters and numbers were learned by scratching them on a wax-coated wooden tablet with a stylus https://www.britannica.com/summary/ancient-Greece https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   more advanced formal literacy consisted of the study of the poets, playwrights, and historians  this was given by the grammatikos  this was also restricted to the genuinely leisured  instruction in the mythopoeic legends of Hesiod and Homer, given by the lyre-playing kitharistes, was supremely important  all boys had to be instructed in physical and military activities in the wrestling school, known as the palaestra  moral education was focused on the Athenian ideal of the kalos k’agathos, the “wise and good” man https://www.britannica.com/topic/education/Athens https://upload.wikimedia.org/wikipedia/commons/thumb/3/36/Seneca.JPG/220px-Seneca.JPG   The Sophists o a system of higher education emerged with the appearance of the Sophists o participation in public affairs became the supreme occupation and political action became the primary form of expression o the literary genre of the public lecture was inaugurated o the teaching process was oriented in an entirely realistic direction, education for political participation o the art of logical argument, or dialectic, and the art of persuasive speaking, or rhetoric were the primary components of the program https://www.britannica.com/topic/education/Athens https://upload.wikimedia.org/wikipedia/commons/thumb/3/36/Seneca.JPG/220px-Seneca.JPG   Socrates o doubted that virtue could be taught, especially for money o held that the supreme ideal of man, and hence of education, was not the spirit of efficiency and power but the disinterested search for the absolute, for virtue (for knowledge and understanding) o at age 70, he was brought to trial on a charge of impiety and sentenced to death by poisoning by a jury of his fellow citizens https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg   Classical Greek Higher Education o became definitively organized at the beginning of the 4th century BCE o resulted from the joint and rival efforts of two great educators: the philosopher Plato (c. 428–348/347), who opened his school—the Academy—probably in 387, and the orator Isocrates (436–338), who founded his school about 390 https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg   Plato o descended from a long line of aristocrats and became the most distinguished of Socrates’ students o the indictment and execution of Socrates turned him away from Athens and public life o after an absence of some 10 years, spent traveling the Mediterranean, he returned to Athens, where he founded a school near the grove dedicated to the early hero Acadēmos and hence known as the Academy o the select band of scholars who gathered there engaged in philosophical disputations in preparation for their role as leaders o believed that good government would only come from an educated society in which kings are philosophers and philosophers are kings https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg   Plato o his literary dialogues, the most famous of which is the Republic, provide a comprehensive picture of his approach to education o his approach to education was built around the study of dialectic (the skill of accurate verbal reasoning), the proper pursuit of which, he believed, enables misconceptions and confusions to be stripped away and the nature of underlying truth to be established o the ultimate educational quest is the search for the Good—that is, the ultimate idea that binds together all earthly existence https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg   Isocrates o aimed at a more down-to-earth and practical form of wisdom o based on working out commonsense solutions to life’s problems o sought to develop the quality of grace, cleverness, or finesse rather than the spirit of geometry o enjoined upon his pupils a program that was more literary than scientific o its basics included gymnastics and music, the study of the Homeric classics and an extensive study of rhetoric which consisted of five or six years of theory, analysis of the great classics, imitation of the classics, and finally practical exercises, o promoted elementary mathematics as a kind of mental training or mental gymnastics https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg   Aristotle o the tutor of the young prince who became Alexander the Great of Macedonia o was one of Plato’s pupils and shared some of his opinions about education o believed that education should be controlled by the state and that it should have as a main objective the training of citizens https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg  o systematized youth’s education o from birth to age seven, he was to be physically developed, learning how to endure hardship o from age seven to puberty his curriculum would include the fundamentals of gymnastics, music, reading, writing, and enumeration o from puberty to age 17, the student would be more concerned with exact knowledge, not only carrying on with music and mathematics but also exploring grammar, literature, and geography o in young manhood, only a few superior students would continue into higher education, developing encyclopedic and intensely intellectual interests in the biological and physical sciences, ethics, rhetoric, and philosophy https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg   The Hellenistic Age o the time in Mediterranean history after Classical Greece, between the death of Alexander the Great in 323 BC and the death of Cleopatra in 30 BC o Alexander the Great’s conquest of the Persian empire between 334 and 323 BCE abruptly extended the area of Greek civilization o the unity of the vast empire rested on a common Greek way of life—the fact of sharing the same conception of man o the ideal was no longer social, communal in character, as had been that of the city-state, but on man as a person o defined as a civilization of paideia—which eventually denoted the condition of a person achieving enlightened, mature self-fulfillment o they brought with them their own system of education for their youth and succeeded in spreading Greek culture to many of the alien elite https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg   Hellenistic Education o completed only by a minority, recruited from the rich aristocratic and urban bourgeois classes o the students were mostly boys, usually free citizens although some slaves were given a professional education occasionally reaching a high level o education continued to be dependent upon the city o children 7 to 14 years of age went to the school of letters which was conducted by the paidagōgos who did not only accompany the child, but also educated him in good manners and morals o literacy and numeration were taught in the private school conducted by the grammatistes o class sizes varied considerably, from a few pupils to perhaps dozens https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg  o the teaching of reading involved an analytical method that made the process very slow o first the alphabet was taught from alpha to omega and then backward, then from both ends at once: alpha–omega, beta–psi, and so on to mu–nu o simple syllables were then taught—ba, be, bi, bo—followed by more complex ones and then by words, successively of one, two, and three syllables o the vocabulary list included rare words which were chosen for their difficulty of reading and pronunciation o it took several years for the child to be able to read connected texts, which were anthologies of famous passages o practice in writing followed the same gradual plan o the program in mathematics was very limited; rather than computation, the subject, strictly speaking, was numeration https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg  o the secondary/intermediate education program consisted of the seven liberal arts: the three literary arts of grammar, rhetoric, and dialectic and the four mathematical disciplines of arithmetic, geometry, astronomy, and harmonics o higher education appeared in several forms, complementary or competitive o the ephebeia (“youth” culture), a kind of civic and military training (lasted two years, from 18 to 20), completed the education of the young Greek and prepared him to enter into life o military training later on gave way to athletic competition o lectures on scientific and literary subjects were added, assuring the ephebe a polish of general culture o formal education in science lacked any institutionalization, instruction dispensed to a small circle of chosen disciples https://www.britannica.com/topic/education/Athens https://static8.depositphotos.com/1055480/1010/i/950/depositphotos_10106499-stock-photo-the-ancient-greek-philosopher-socrates.jpg  o philosophy and rhetoric were most highly institutionalized o the reigning discipline was rhetoric o the study of rhetoric had five parts  invention (the art of finding ideas, according to standard schemes)  disposition (the arrangement of words and sentences)  elocution  mnemonics (memory training)  action (the art of self-presentation, the regulation of voice and delivery, reinforcing the word with the expressive power of gesture) https://www.britannica.com/topic/education/Athens https://upload.wikimedia.org/wikipedia/commons/thumb/5/54/Knight_academy_lecture_%28Rosenborg_Palace%29.jpg/280px-Knight_academy_lecture_%28Rosenborg_Palace%29.jpg   Rome  Rome was founded around 625 BC in the areas of ancient Italy known as Etruria and Latium  the first period in Roman history is known as the Period of Kings, and it lasted from Rome’s founding until 510 BC  Rome, led by no fewer than six kings, advanced both militaristically and economically with increases in physical boundaries, military might, and production and trade of goods including oil lamps  the Roman constitution had its early formation https://www.britannica.com/summary/ancient-Greece https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Rome  entered its Republican Period in 510 BC  established a new form of government whereby the upper classes ruled, namely the senators and the equestrians, or knights  established the “Twelve Tables,” a standardized code of laws meant for public, private, and political matters  continued to expand through the Republican Period and gained control over the entire Italian peninsula by 338 BC  the political atmosphere pushed the Republic into a period of chaos and civil war  the shift to Imperialism began to materialize in 60 BC when Julius Caesar rose to power https://www.britannica.com/summary/ancient-Greece https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Rome  by 51 BC, Julius Caesar had conquered Celtic Gaul and, for the first time, Rome’s borders had spread beyond the Mediterranean region  Julius Caesar was assassinated in 44 BC and replaced by his heir, Gaius Julius Caesar Octavianus (Octavian) who ruled alongside Mark Antony  in 31 BC Rome overtook Egypt which resulted in the death of Mark Antony and left Octavian as the unchallenged ruler of Rome  Octavian became the first emperor of Rome https://www.britannica.com/summary/ancient-Greece https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   the Imperial Period began with the rise of Rome’s first emperor in 31 BC and lasted until the fall of Rome in AD 476  several decades of peace, prosperity, and expansion  by AD 117, the Roman Empire had reached its maximum extant, spanning three continents including Asia Minor, northern Africa, and most of Europe  In AD 286 the Roman Empire was split into eastern and western empires, each ruled by its own emperor  the western empire suffered several Gothic invasions and, in AD 455, was sacked by Vandals, eventually coming to an end in AD 476  the eastern Roman Empire, more commonly known as the Byzantine Empire, survived until the 15th century AD but finally fell when Turks took control of its capital city, Constantinople (modern day Istanbul in Turkey) in AD 1453. https://www.britannica.com/summary/ancient-Greece https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041-c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Roman Education  suitable for a rural, traditional people  focused on instilling in youth an unquestioned respect for the customs of the ancestors: the mos maiorum  had a practical aspect, involving instruction in such farm management concerns as how to oversee the work of slaves and how to advise tenant farmers or one’s steward  had a legal aspect, which relied more on common law than on codified law and justice was much more formalistic and technical and demanded much more study on the part of the citizen  had a moral aspect, aiming at inculcating rural virtues, a respect for good management of one’s patrimony, and a sense of austerity and frugality https://www.britannica.com/topic/education/The-primary-school   Roman Education  the interests of the state constituted the supreme law  the ideal set before youth was not that of the chivalrous hero in the Homeric manner but that of the great men of history  physical education was oriented not toward self-realization or competitive sport but toward military preparedness: training in arms, toughening of the body, swimming across cold and rapid streams, and horsemanship, involving such performances as mounted acrobatics and cavalry parades under arms https://www.britannica.com/topic/education/The-primary-school   Roman Education  the family was considered as the natural milieu in which the child should grow up and be educated  the role of the mother as educator extended beyond the early years and often had lifelong influence  the boy at 7 years of age was allowed to move away from the exclusive direction of his mother and came under the control of his father who closely supervised his development and studies, giving him instruction in an atmosphere of severity and moral exigency, through precept but even more through example  the young Roman noble accompanied his father as a kind of young page in all his appearances, even within the Senate https://www.britannica.com/topic/education/The-primary-school   Roman Education  familial education ended at age 16, when the adolescent male was allowed to wear adult dress— the pure white woolen toga virilis  he devoted one year to an apprenticeship in public life in the care of some old friend of the family, a man of politics laden with years and honors  military service came—first as a simple soldier (it was well for the future leader to learn first to obey) and soon thereafter as a staff officer under some distinguished commander  education in ancient Rome took the form of imitation of one’s ancestors https://www.britannica.com/topic/education/The-primary-school   Primary Schools  copied the pedagogy of the Hellenistic world: the same ignorance of psychology, strict and brutal discipline, analytical method characterized by slow progress, method for writing, and numeration  Higher Education  schools of grammar or rhetoric  school of law  Education in the Later Roman Empire  increasing intervention by the central government  fixed the remuneration of teachers and supervised their selection  the rise of one branch of technical education, that of stenography  with the passage of time and the general conversion of Roman society and particularly of its ruling class, Christianity completely assimilated and took over Classical education https://www.britannica.com/topic/education/The-primary-school   Educational Practices of Jesus  spoke by His Authority  told Stories  shocked people  crafted memorable sayings  asked questions  used visual illustrations  used repetition  created experiences  practiced what He preached https://www.propreacher.com/9-teaching-methods-of-jesus/https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041- c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   The Teachings of Jesus  love your neighbor  do unto others  blessed peacemakers  love your enemies  forgive  eye of a needle  greatest commandment  kingdom of God  let your light shine  humility and service https://www.propreacher.com/9-teaching-methods-of-jesus/https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041- c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Education in the Early Christian Church  the primary aim was the moral regeneration of the individual  confined itself to the training of converts, clergy, and children  aimed to spread good news of salvation  moral and spiritual training aimed to develop the moral virtues and faith in God and in Christ  music education was in connection with psalm and hymn used in Church services  the home and the church were the primary educational agencies https://www.propreacher.com/9-teaching-methods-of-jesus/https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041- c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Education in the Early Christian Church  simple instruction in religion was done in catechumenal school, a school was for those preparing for baptism  cathedral schools were established to meet the need for educational clergy  monastic schools sprang up for those who wished to become monks  catechetical schools were founded for those who were being prepared for Church leadership https://www.propreacher.com/9-teaching-methods-of-jesus/https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041- c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Education in the Early Christian Church  catechetical method, memorization, exposition and exhortation, parable method were practiced  imparted to the ancient society a new spirit of hopefulness  equality before God was expounded in education regardless of sex, status, and race  revolutionized society through a system of morality with fuller recognition of the integrity of the human personality  converted more than one-half of the world into Christianity https://www.propreacher.com/9-teaching-methods-of-jesus/https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153259512/settings_images/547aa1-7041- c77-fb10-260ab362b8b_ancient_athens_sparta.jpg   Medieval Ages  the period in European history from the collapse of Roman civilization in the 5th century CE to the period of the Renaissance  improvements in the quality of life introduced during the Roman Empire decayed substantially  this decline persisted throughout the Migration period or the Dark Ages  the German hordes absorbed ancient civilization under the authoritative guidance of the Church https://www.britannica.com/event/Middle-Ages https://www.worldatlas.com/r/w1300/upload/ed/d3/b4/batalha-de-aljubarrota-02.jpeg   Monasticism and Religious Discipline  derived from the Greek monachos (“living alone”)  religious movement whose members are bound by vows to an ascetic (severe self-discipline and abstention from all forms of indulgence) life of prayer, meditation, or good works  grew up through the corruption in Roman society and the desire of those within the Church for a deeper religious life https://www.britannica.com/event/Middle-Ages https://kajabi-storefronts-production.kajabi-cdn.com/kajabi-storefronts-production/file-uploads/themes/2153289904/settings_images/2e27f5-b5e6-0f5-475-cdb18c276ac6_middles_ages_education_medieval.jpg   Organization of Monastic Schools o education may often have lasted eight or ten years o boys of ten or even less were sometimes received o one could become a regular member of the order when he was eighteen o women were trained in convents to become nuns https://ldweeks.gitbooks.io/a-student-s-history-of-education/content/part2/chapter_5.html https://www.worldhistory.org/img/r/p/1500x1500/10480.jpg   Curriculum The Trivium (Three Roads) o at first elementary and narrow, 1. Grammar – languages and literature including only reading, in order 2. Dialectic – logic to study the Bible; writing, to 3. Rhetoric – law and composition copy the sacred books; and The Quadrivium (Four Roads) calculation, for the sake of 1. Geometry – geometry, geography, computing Church festivals natural history o after a while the classical 2. Arithmetic – numbers, study of calendar learning was gradually 3. Music – chant and harmony in church introduced in the form of the 4. Astronomy – heavenly bodies, chemistry, 'seven liberal arts' physics https://ldweeks.gitbooks.io/a-student-s-history-of-education/content/part2/chapter_5.html https://www.worldhistory.org/img/r/p/1500x1500/10480.jpg   Methods o question and answer o dictation o memorization o translations o meditation and contemplation  Contributions o preservation of a considerable amount of Greco-Roman culture o opposing vices and corruption o emphasizing dignity of labor https://ldweeks.gitbooks.io/a-student-s-history-of-education/content/part2/chapter_5.html https://www.worldhistory.org/img/r/p/1500x1500/10480.jpg   Scholasticism and Intellectual Discipline  derived from doctor scholasticus, which refer to the authorized teachers in a monastic or episcopal school (schoolmen)  began as an effort to vanquish heresy in the interest of the Church dogmas  aimed to show how church doctrines were consistent with each other and in accordance with reason as opposed to the assumption that the Church was in possession of all final truth, which had come to it by Divine revelation, and was in harmony with reason, when fully understood  the only justification of a doctrine is its reasonableness, that reason must precede faith, and that it is not sinful to doubt (Abelard, 1079-1142) Anselm, the Father of Scholasticism https://ldweeks.gitbooks.io/a-student-s-history-of-education/content/part2/chapter_8.html   Scholastic Education o attempted to rationalize the teachings of the Church, and to present them in scientific form o gave training in dialectic and intellectual discipline that should make the student both keen and learned in the knowledge of the times o the scholastic course of study consisted in the beliefs of the Church and the limited learning of the times arranged in a systematized form largely on the deductive basis of the Aristotelian logic o was given at first in the monastic and episcopal schools and later in the universities https://ldweeks.gitbooks.io/a-student-s-history-of-education/content/part2/chapter_8.html https://miro.medium.com/v2/resize:fit:800/1*[email protected]   Scholastic Education o methods include argumentation and disputation, lecture, repetition, examination, the Aristotelian logic, and problem method o value and significance include establishing universities, making traditional and irrational doctrines and practices systematic, rational, and scientific, promoting accuracy in thinking, liberating philosophy from theology, stimulating intellectual interests, preparing the way for the Renaissance https://ldweeks.gitbooks.io/a-student-s-history-of-education/content/part2/chapter_8.html https://cdn.britannica.com/66/13466-050-55DF69F3/Triumph-of-St-Thomas-Aquinas-personifications-Doctors.jpg   Chivalric Education  came about in the age of feudalism, a system of land tenure on allegiance and service to the nobleman or lord (fief) who let out land to a subordinate (vassal)  political and economic in nature as feudalism fulfilled the basic need for security and justice in the absence of strong central government  the institution of chivalry developed to prepare young nobles to assume their obligations and to provide them a set of ideals for their education and conduct https://www.britannica.com/event/Middle-Ages https://zainabh9g2.weebly.com/uploads/9/7/9/3/9793999/6963479.jpg?345 https://www.britannica.com/event/Middle-Ages https://zainabh9g2.weebly.com/uploads/9/7/9/3/9793999/6963479.jpg?345   Chivalric Education  based upon usage in warfare, religion, and courtesy for the upper class  provided two career opportunities for sons of noblemen: to pursue an education that was religious and academic in nature to become members of the clergy or a chivalric education that was physical, social, and military in nature https://www.britannica.com/event/Middle-Ages https://ss6shms.pbworks.com/f/1273171709/steps%20to%20knighthood.jpg   Chivalric Education  aims to inculcate gallantry towards women, protection of the weak, honesty in everything, and courage at all times  aims to develop the following:  morality  responsibility  horsemanship  gallantry  religiosity  social graces https://www.britannica.com/event/Middle-Ages https://www.york.ac.uk/teaching/history/pjpg/knight.jpg   Chivalric Education  the curriculum consisted of:  at the higher level,  religion, music, dancing the curriculum (especially for girls) consisted of the  horse riding, hunting, Seven Free Arts: and tournaments  jousting  physical exercises  falconing  reading, writing,  swimming literature in vernaculars  horsemanship  good manners, right  boxing conduct, social graces,  writing and singing and etiquette verse  household duties  chess https://www.britannica.com/event/Middle-Ages https://zainabh9g2.weebly.com/uploads/9/7/9/3/9793999/6963479.jpg?345   Chivalric Education  agencies include:  home-responsible for the earliest education  fields of battle-the school of boys  courts- the school of girls  troubadours, ministers, and gazetteers-agents of education and providers of entertainment  methods include observation, imitation, practice, apprenticeship  contributions include use of vernacular and teaching of social graces https://www.britannica.com/event/Middle-Ages https://zainabh9g2.weebly.com/uploads/9/7/9/3/9793999/6963479.jpg?345   Guild System of Education  brought about by economic changes that resulted to considerable social and cultural changes (crusade, trade and commerce, development of transportation, trading, and banking, new lifestyle, needs, and luxuries)  prompted by the rise of new social classes (burger, bourgeoisie, or middle class) who demanded a different kind of education for their children  guilds, organizations composed of people with common interest and mutual need for protection and welfare, were strengthened https://www.britannica.com/event/Middle-Ages https://www.medievalists.net/wp-content/uploads/2016/10/taller-satreria-s-xv.jpg  Craftsman Guild Merchant Guild Composed of skilled Composed of residents workers, manufacturers, of the same town and artisans who organized artisans who sold their themselves according products, they usually to their crafts to protect had monopoly of the themselves from inferior retail trade work and undercut prices and monopoly of production https://www.britannica.com/event/Middle-Ages https://upload.wikimedia.org/wikipedia/commons/thumb/2/2d/Shoemaker_Book_of_Trades.png/200px-Shoemaker_Book_of_Trades.png   Guild System of Education  a practical education was needed so vocational training was emphasized  elementary instruction was on vernacular and arithmetic  teaching of crafts and religious instruction were also included  instructions were carried out in burgher schools (supported and controlled by the cities and often taught by priests and lay teachers), chantry schools (supported by the wealthy merchants for the instructions of the children of the city), and guild schools (for the children of the craftsmen) https://www.britannica.com/event/Middle-Ages https://medievalists.gumlet.io/wp-content/uploads/2014/06/Mendel_I_004_r.jpg?format=webp&compress=true&quality=80&w=376&dpr=2.6   a craftsman underwent three stages: apprentice, journeyman, and master craftsman  methods include demonstration, imitation, practice, dictation, memorization, catechetical method  discipline was harsh and severe as students were prepared for the world of work https://www.britannica.com/event/Middle-Ages https://medievalists.gumlet.io/wp-content/uploads/2014/06/Mendel_I_004_r.jpg?format=webp&compress=true&quality=80&w=376&dpr=2.6 Synthesize the following by completing the table. Implications to the Focus of Learning Civilization Characteristics Present Educational Education Process System Primitive Civilization Sumerian Civilization Early Egyptian Civilization Early Hindu Civilization Ancient Chinese Civilization