98124469-Historical-Foundations-of-Education-calderon.txt

8/16/2019 98124469-Historical-Foundations-of-Education-calderon.txt

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Historical Foundations of EducationE.P. B.

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Education for Conformity ( Primitive Education)u

u

u

Life among primitive or tribal people was very simple compared with the complexlife that people have today. Their means of livelihood were hunting and gathering wild fruits and vegetables. They lived in crude huts which were often blown down by typhoons

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u

u

u

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They lived in a limited area and had few or no contacts at all with other people. This made them prone to superstitions. Their organization was tribal and not political. Their head is usually the oldest or the wisest in the clan


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There was no reading or writing and information was transmitted through word ofmouth, songs, gestures, ceremonial rites and the like.

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Aimsu

u

Primitive or tribal education was not consciously conceived nor planned The different aspects of education were only undertaken according to the needs of the people and the requirements of the situations.

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Aimsu a. b. c. d. e.

1. Security and Survival Natural phenomena Fierce, wild and poisonous animals Evil spirits Hunger other tribes which were hostile to them

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Aimsu

u

2 Conformity- the aim is for social approval but the main reason was for the interest of the whole group. Preservation and transmission of traditions.

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Types of Educationu

u

1. Vocational- skills in procuring basic necessities of life like hunting, constructing a hut, etc. Religious( animistic )- participation in ritualistic practices to please or appease the unseen spirits roaming around

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Content to be Studiedu

u

Ways of procuring necessities in life and of protecting life from dangers. Superstitions (how to worship)

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Agencies of Educationu

u

Home- in almost all cultures, home is the center of learning. Environment- provided a very good place of learning.

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Organization of Gradesu

There was none. There were no gradations of instructions then, neither were there organized classes

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Methods of Instructionu

u u

u

All instructions were done informally- Generally it was mere enculturation. Observation and Imitation Simple Telling and Demonstration participation

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Financingu

None

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Outstanding Contribution to Education Todayu

The primitive man started the rudiments of education from which evolved the modern educational systems today.

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Effectsu

u

u

Culture was continued and preserved for generations Tribes were able to meet their needs and were able to survive People adjusted and adapted to political and social life.

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Implications to Todayâs Practicesu u

The teaching of Physical Education activities The teaching of native dances andother ancient traditions as well as customs.

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Oriental Education ( Education for The Preservation of Social Stability)

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Early Chinese Educationu

u

u

The prehistoric civilization of China date s back as early as five thousand years B.C. or even earlier. But the historic period started only about 2000 BC whenthe dynastic era began. The basic philosophy of early Chinese education was based on the writings of Confucius (551-478 BC)

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Aims of EducationIdeological and Ethical (moral) learning. Education gave stress to the teachings of Confucius concerning, relationships, order, duty and morality.u

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Aims of EducationHis five fundamental relationships were: 1. between sovereign and subject 2. between father and child 3. between husband and wife 4. between older brother and younger brother (brother and sister) and 5. Between older friend and the youngerone 6/24/12u


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His Doctrine of submission are as follows:u

Subject to sovereign, son to father, wife to husband, younger brother to older brother, younger friend to an older one.

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Five Cardinal Virtuesu u u u

u

benevolence or universal charity justice conformity to established usage prudence or rectitude of heart and mind. fidelity or pure sincerity.

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Aims (cont.)u

u

Cultural development- To maintain their cultural patterns and usage Civil Service- To prepare students to take the state examinations to qualify for higher status in life and positions in the government.

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Types of Educationu

u u

u u

Ideological and moral education Language Education Vocational and Domestic Education Civic Education Military education

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Content to be Studiedu 1. 2. 3. 4. 5.

The Classics The Shuh King or Book of History The Shih King or Book of Odes TheYi King or Book of Changes Li Ki King or Book of Rights The Hsiao King or Book of Filial Piety

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Content (cont.)u 1. 2.

3. 4.

The Four Books The Tao Hsio or Great Learning The Ching Yung or Doctrine of theMean The Lun Yu or sayings of Confucius The Meng-Tze or sayings of Mencius

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Agencies of Educationu u u

Home Private Schools House of teacher or rich pupil, a deserted pagoda, any place

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Elementary- The child started school at the age of seven . Training was exceedingly formalized and rigorous. School began at sunrise and ended about 5 in the afternoon with only one hour for luncheon. School sessions were held throughout the year

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Organization of Grades (cont.)Higher Education- mainly preparation for taking government examinations. 1. Thelowest examinations were given in the countries and those who passed were awarded honors called Hsiu Tsâai, similar to the Bachelor of Arts degree. They are elected to ranks of nobilityu6/24/12


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Organization of Grades (cont.)2. The next examination was gives in the provinces. The examination consisted of 3 sessions and each session lasted for three days. Those who passed were awarded a degree equivalent to Master of Arts which was called Chu-jen. Those who passed climbed higher in the social scale.6/24/12


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Organization of Grades (cont.)u

The final examinations were given only in the capital of the empire and lasted for 13 days. Those who passed were given a degree Chinshih, equivalent to a doctoral degree. Those who passed had a right to a public office at once and could even be members of the imperial cabinet.

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Organization of Grades (cont.)u

u

Some of those who failed became teachers in the elementary schools. China was the first country in the world to give civil service examination.

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u

u

The Confucian Method- Teaching was not confined in the classroom. Outdoor teaching was prevalent. Direct and exact Imitation- in writing many Chinese characters. Memorization- Chinese characters in writings, the classics and the Four Books

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Financingu

Schools were supported by tuition fees of the pupils starting from the elementary.

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Outstanding Contribution to Educationu

Administration of Civil Service Examination

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SUMERIAN EDUCATION

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Sumerian Educationu

u u

Sumeria is situated at the Plain of Shinar, adjacent to and containing the lower basin of the Tigris and Euphrates rivers which flow into the Persian Gulf. Presently this place is within Iraq The Sumerians are Indo-Europeans.

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Sumerian Educationu

u

u

They settled first at the lower end of the rivers about 5000 B.C. At about 4000B.C. the Sumerian settlers began the reclamation of the swamps around the mouths of the rivers. The Sumerians particularly the priests are commercial people.

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Sumerian Educationu

u u

u

Their king called patesi, was their temporal as well as their spiritual leader.Their system of writing was cuneiform. They originated this form of writing consisting of wedge-shaped characters. The different position of wedges conveyed ideas

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AIMSuu

Training of Scribes- ecclesiastical work in the temples which was mostly writing. Training of Bookkeepers- Since the Sumerians are commercial people, they needed bookkeepers to record their multifarious business transactions. Since the priests were also the business leaders, the scribes and the bookkeepers were mostlythe same persons doing the recording.

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AIMSu

u

Training of Teachers- At about 3000 B.C. there were already teachers who neededto be trained. Training of learners to be good- to train the learners to be good and to do good things especially to their god and to humanity called namlulu.

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TYPES OF EDUCATIONu u u u

u u

Writing education Mathematical education Language Education Vocational Education â apprenticeship for the workers, most likely slaves. Professional Education Art Education

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u

u

Reading, writing and a little arithmetic. Astronomy for predicting the plantingand reaping seasons, astrology, medicine and surgery. Architecture, agriculture, and hydraulic (their irrigation canal systems were systematic.)

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Content to be StudiedJewelry designing in gold, copper and silver, sculpture, literary art such as poetry, epics, fables, proverbs, music etc. u For vocational training, they have carpentry, ship building and smithing. u In law, simple rules and regulations tobe obeyed were taught and followed by the people in their conduct of their daily life. 6/24/12u


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Agencies of Educationu u

u

u

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Home-manual and social standards School- Archeology discovered that a school existed in Sumeria around 2000 B.C. It consisted of six rooms with walls 8-9 feet high. Temple schools- where the scribes and the young priests studied. Apprentice school-highly skilled craftsmen in beautiful art works.


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u

There were already organized classes as far back as 3000 B.C. There was higher education for the professions and for those who can afford it. The poor could not afford to go to schools. Hence, Education was not universal

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u

-

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Imitation and Copying- Students just copied and imitated what the teacher had written. This was followed by minimal explanation. Preparation of Tablets- main work of learners was to prepare tablets that were used in their lessons. School Father(ummia) pupil-son


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Financingu

It was not clear whether the students paid tuition fees or not by most probablythe students paid certain amounts of fees preventing the less privileged from continuing higher education.

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Outstanding Contribution to Educationu

Sumeriaâs outstanding contribution to education and especially to civilization was its cuneiform writing. This enabled people to preserve the early civilizationâs origins besides being the medium of instruction and commercial language in the ancient world.

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Early Egyptian Education

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Early Egyptian Educationu

u

Egypt, the gift of Nile is situated in the northern part of African continent. Ancient Egypt was a desert country watered only by the Nile river which flooded the country from Aug.-Oct. leaving behind a very rich black earth.

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u

The government of Egypt was autocratic, ruled by a king called Pharaoh who had absolute power. The kingdom started 3400 B.C. when under the leadership of Menes, the first Pharaoh, Mephis in the north and Thebes in the south Egypt became a united country.

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u

u

The name Pharaoh meant âgreat houseâ which referred either to the palace or to the s of the king. The land was owned by the Pharaoh who divided it among his nobles and the priests who owned land portions of the land for religious purposes. The common people tilled the land and gave large portions of their produce to their overlords, nobles, priests 6/24/12


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Early Egyptian Educationuu u

u u u

The Egyptians are polytheistic. They worshipped the sun god, Ra Amon Osiris hisfemale counterpart, the good god, who judged the dead Their son Horus, was god of day. Set or Seth was their Satan. The Egyptians are firm believers of life after death hence, they built many temples.

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AIMSu

Religious Education â This was predominant as the priests wanted to inculcate in the minds of the learners proper respect for the gods, moral conduct, and a preparation for life after death.

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AIMSu

u

Vocational-professional educationthey wanted to perpetuate skills that embellished their temples and other buildings and their wonderful achievements in engineering and architecture. Military Education- This was only for the sons of the nobles.

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AIMSEducation for public administration- for those who aspired for positions in thegovernment bec. The pharaoh needed many assistants to implement his desires. u Priesthood education- This was for those who aspired to become priests. 6/24/12u


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AIMSu

Home arts education- This was largely vocational and offered to women. The Egyptian woman was accorded higher regard than in other Eastern countries at that time. They could even inherit the throne.

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AIMSu

Reading, Writing and language education- The Egyptians used the hieroglyphics type of writing. These were pictures or signs that represented ideas. The hieroglyphics were great in number but later they were simplified into what was called hieratic (sacred) and later still into a form called demotic.

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u u u u

u

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Reading, writing and language Religious and secular literature Artistry in metals and lapidary. Mathematics especially geometry and surveying Subjects in astronomy, engineering, architecture, physics, medicine, embalming, dentistry, and law were taught in temple schools by the priests

Content to be Studied


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Agencies of Educationu u u u u

Home temple Schools Military Schools Court Schools Vocational schools

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u

u

The young studied at home, usually the mother as a teacher. At age 5, the boys attended reading and writing schools under the priests if the parents could afford to pay the school fees. at 17, the boys entered the schools that offered their vocations.

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Methods of Instructionu u

u

Apprenticeship Dictation, memorization, copying, imitation, repetition Observation and participation

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Financingu

The pupils and students had to pay certain amount of school fees even in the lower schools. Hence, education was not universal.

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Outstanding contribution to Educationu

geometrical measurement and surveying.

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Decline of Egyptian ProgressCauses of decline of Egyptian progress 1. the refusal of the priestly class to change the accepted rules and practices. 2. The old prevented the young from learning further because of apprenticeshipu6/24/12


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Decline of Egyptian Progress3. The incapacity of the Egyptian mind to ascend from the practical and empirical to the scientific and universal. 4. Conceptual thinking, reasoning, creative imagination and intellectual curiosity were foreign to them. 5. They saw in knowledge only a means of practical advancement.6/24/12


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Early Hindu Education

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Early Hindu Educationu

u

India was occupied more than 4000 years ago by IndoEuropeans. The humid climate, hard life, poverty, disease, and famine developed in the people a kind of religion characterized by mysticism and fatalism

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u

u

But the doctrine of the karma made the people believe that there was a reward for good deeds and a punishment for evil ones. The chief religion was Brahmanism,also called Hinduism, and Brahma, the world spirit, was the ultimate reality. Termination of life meant absorption into Brahma.

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u

India developed a rigid social system which divided the people into a hierarchyof 5 classes called castes. No one could go to a higher caste but he could easily go down.

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5 classes of Castesu

u

u

Brahmans- the top caste to which belonged the priests, teachers and intellectual rulers. Kshatriyas- the military caste to which belonged soldiers and warlords. Vaisyas- the mercantile and agricultural class to which belonged the artisans,shop and store keepers and money handlers

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5 classes of Castesu

u

Sudras- the laboring class to which belonged menial workers. Pariahs- the lowest class to which belonged the so-called untouchables.

Since one was born into a caste, his life and educational opportunities were determined by the accident of birth. - - This is so bec. Indiaâs education was dominated by unique religious belief and the caste system. 6/24/12-


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1. Intellectualu

To endeavor for excellent intellectual development through knowledge and contemplation of philosophical truth.

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2. Religiousu

To prepare for the future life and to seek perfection to hasten absorption intothe infinite and universal spirit.

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3. Culturalu

To preserve the caste system through the use of precedent, history and strict observance of customs and traditions

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Types of Educationu u u u u

Religious Education Intellectual Education Vocational Education Domestic Education Military education

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Literature for the Brahmans Vedas are composed of collections of ancient religious wisdom. Veda means knowledge.

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The Vedasuu u u u

u

Rig Veda-Veda of Psalms and Verses Yajur Veda-Veda of the Sacred Formulas Sama Veda-Veda of Chants Atharva veda- Veda of Charms The Angas-volumes of Hindu scientific and philosophical knowledge. The code of Manu- compilation of ethics, customs and traditions.

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Content to be StudiedIn college or parishads, astronomy, history , grammar, law, medicine and Mathematics. Contemporary arithmetical notation including the symbol âOâ originated in Inds early as 500 B.C., the Hindus developed an Algebra even superior to that of the Greeks and later disseminated by the Arabs.u6/24/12


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Content to be StudiedDancing associated with religion. u Sports such as wrestling and archery. Yoga was practiced. This involves many stylized exercises in posture and breathing.u

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Linguistics, philosophy and theology for candidates for priesthood. For military training, the use of the horse, elephant and the chariot in war.

u

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Agencies of EducationHome The child was taught at home , usually by the mother till the age of 5 u Outdoors The classes were usually less than 15 pupils. Classes were held under large tress. u Monasteries were later organized for higher schooling. 6/24/12u


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Organization of GradesThe child was taught at home till the age of 5 u At 5 the child attended higherschools. Children of Kshatriyas, Vaisyas and the Pariahs were not admitted to intellectual education. u The women were only given domestic education as their role was only housekeeping, serving their husbands and bearing children 6/24/12u


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Methods of InstructionImitation In language the teacher uttered the words to be learned and the pupils imitated this is also the same in writing, and non-verbal learning. u Memorization The Vedas were usually memorized, this tool of teaching was used extensively and intensively.u6/24/12


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Financingu

u u

u

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It was a disgrace on the part of the teacher to receive a fixed salary. The teachers were called GURUS The teachers were remunerated by means of gifts from parents of children. The amount of gifts depended on the socio-economic status of the family.


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Outstanding contribution to educationu

the decimal system of arithmetic notation particularly the use of the symbol â0â

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Early Hebrew Education

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Early Hebrew Educationu

u

Originally, the Hebrews were nomadic Semitic tribes, moving with their flocks from oasis to oasis in the Arabian desert. They appeared about 4000 B.C. near Sumeria.

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They tried to enter their goal, the fertile Crescent which extended from the Persian gulf to the Mediterranean Sea, envisaged as Eden, Paradise or Promised land, but they were repulsed by the Sumerians and the Chaldeans.

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Early Hebrew EducationThey first dwelt near Shinar (Sumeria). At the time of Abraham, they lived in Ur, the Harran in the Crescent in 2000 B. C. And later entered Canaan near the edge of the Mediterranean Sea. u At that time of Jacob and his son, Joseph, they were forced to live in Egypt because of the famine in Canaan. 6/24/12u


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Then under the leadership of Moses, they escaped the slavery from Egypt and languished for many years in the Sinai Desert, now Negev.

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