Foundations of

Education

Everything has a past. Everything – a person, an

object, a word, everything. If you don’t know the past, you can’t understand the present and plan properly

for the future

- Chaim Potok, Davita’s Harp

Historical Backgrou

nd of Education

PrimitiveEducation

( 7000 B.C. – 5000 B.C. )

Primitive Education A. Aims

1. Security and Survival2. Conformity3. Preservation and transmission of

traditions to the incoming generations

B. Types of Education (Informal)Vocational and Religious (animistic)

C. Contents to be StudiedSurvival and Superstitions

(7000 B.C. – 5000 B.C)

D. Agencies of EducationHome and environment

Primitive Education E. Organization of Grades Levels

None

1. Informal2. Observation and imitation3. Simple telling and demonstration4. Participation

F. Methods of Instruction

(7000 B.C. – 5000 B.C)

G. FinancingNo financing

H. Outstanding Contribution to Education- Started the rudiments of education from which evolved the modern educational system today.

SumerianEducation

( 5000 B.C. – 4000 B.C. )

Sumerian Education A. Aims

1. Training of Scribes, Bookkeepers and Teachers2. Training the Learners to be good

B. Types of EducationWriting, Mathematical, Language, Vocational, Professional, and Art Education

(5000 B.C. – 4000 B.C)

C. Contents to be StudiedReading, writing, little arithmetic, Astronomy, Architecture, agriculture and hydraulics, Art, Vocational training, Law

D. Agencies of EducationHome, School, Temple Schools, Apprentice Schools

Sumerian Education There were already organized classes

F. Methods of Instruction1. Imitation and Copying2. Preparation of Tablets

(5000 B.C. – 4000 B.C)

G. Financing- Large amount had to be spent for acquiring higher education

H. Outstanding Contribution to Education- Cuneiform Writing

E. Organization of Grades

Early EgyptianEducation( 3000 B.C. – 300 B.C. )

Early Egyptian Education A. Aims

1. Training of Scribes2. Religious3. Utilitarian4. Preservation of Cultural Patterns

B. Types of Education1. Religious, Vocational-Professional, Military, Priesthood, Home

Arts, Writing, Reading and Language Education2. Education for Public Administrations

(3000 B.C. – 300 B.C)

C. Contents to be StudiedReading, writing, language, religion, artistry, Mathematics, astronomy, engineering, architecture, physics, medicine, embalming, dentistry, law, music, arts, Physical Education and military

Early Egyptian Education D. Agencies of Education

Home, Temple Schools, Military Schools, Court Schools and Vocational schools

(3000 B.C. – 300 B.C)

E. Organization of Grades1. The young studied at home.2. At age 5, the boys attended the

reading and writing schools under the priests

3. At age 17, the boys entered the schools that offered their vocations

Early Egyptian Education F. Methods of Instruction

Apprenticeship, dictations, memorizations, copying, imitation, repetition, observation and participation

(3000 B.C. – 300 B.C)

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

H. Outstanding Contribution to Education- Geometrical measurement and surveying

Early HinduEducation

( 3000 B.C. )

Early Hindu Education

A. Aims1. Intellectual2. Religious3. Cultural

B. Types of EducationReligious, Intellectual, Vocational, Domestic and Military Education

(3000 B.C.)

Early Hindu Education C. Contents to be Studied

1. Literature for the Brahmans2. In college or PARISHADS: astronomy, history, grammar, law,

medicine and mathematics3. Dancing4. Sports5. Linguistics, philosophy and theology6. Military training

D. Agencies of EducationHome and Monasteries

(3000 B.C.)

Early Hindu Education E. Organization of Grades

1. The child was taught at home till age 52. At 5, the child attended higher schools3. The women were given only domestic education

F. Methods of InstructionImitation and Memorization

(3000 B.C.)

G. Financing- The teachers or GURUS were remunerated by means of gifts from parents of the children

H. Outstanding Contribution to Education- The decimal system of arithmetical notation

Early Chinese

Education( 3000 B.C. – 1900 A.D. )

Early Chinese Education A. Aims

1. Ideological and ethical (moral) learning2. Cultural Development3. Civil Services

B. Types of EducationIdeological, Moral, Language, Vocational, Domestic, Civic and Military Education

(3000 B.C. – 1900 A.D. )

C. Contents to be Studied- Maxims and doctrines of ethical and political nature

Early Chinese Education D. Agencies of Education

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

(3000 B.C. – 1900 A.D. )

E. Organization of Grades1. Elementary – training was formal and rigorous2. Higher Education – preparation for taking the government

examinations

F. Methods of InstructionThe Confucian Method, Direct and exact imitation and Memorizations

Early Chinese Education G. Financing

- Pupils paid tuition fees

(3000 B.C. – 1900 A.D. )

H. Outstanding Contribution to Education- The administration of Civil Service Exam

Early Hebrew

Education( 1250 B.C. – 70 A.D. )

Early Hebrew Education A. Aims

1. Moral2. Preparation for destiny3. Holiness4. Observance of Religion

B. Types of EducationReligious, Civic, Democratic, Vocational, Human Relations and Physical Education

(1250 B.C. – 70 A.D. )

Early Hebrew Education C. Contents to be Studied

1. History of the Hebrews and God’s relationship with them2. The Jewish Law or Mosaic Law (Bible)3. Psalms and proverbs4. Explanations of festivities5. Music, sacred and common6. Reading and writing7. Foreign Language

(1250 B.C. – 70 A.D. )

D. Agencies of EducationHome, Public School, Temple, Institutions for lay prophets and Schools or colleges for scribes

Early Hebrew Education E. Organization of Grades

1. Elementary Education – for ages 6-156 and compulsory to all male children

2. Higher Education – for lay prophets, rabbis and scribes

(1250 B.C. – 70 A.D. )

F. Methods of InstructionOral, Memorization, Audio-visual aids, Exposition and Temple worship

G. Financing- The teachers were not paid regularly but allowed to receive gifts from the parents of their students

H. Outstanding Contributions to EducationMonotheism, The Ten Commandments and The Bible

Early GreekEducation

( 1600 B.C. – 300 B.C. )

Early Greek Education

A. Spartan Education

(1600 B.C. – 300 B.C. )

B. Early Athenian Education

C. Later Athenian Education

Spartan Education A. Aims

Military and Discipline

B. Types of EducationMilitary, Moral Training, Music, Gymnastic and Vocational Education

(1600 B.C. – 300 B.C. )

C. Content to be StudiedParamilitary Exercise, Moral and social habits for the state, Reading and writing, Speech and Gymnastics

D. Agencies of Education- The state was the sole agency of education

Spartan Education E. Organization of Grade Levels

1. At birth, weak children were disposed or abandoned2. At early age, children were taught habits of silence, obedience,

respect, bravery, etc.3. At age 7-18, the boys lived at the barracks-like educational building

under the supervision of a PAIDONOMUS, a state official4. At age 18-20, the boys took professional war training5. At age 20-30, all took an oath of allegiance and dispersed to

military posts for war maneuvers6. At age 30, the man was a full-pledged citizen, obliged or compelled

to marry and took his seat in the assembly or council

- The girls stayed at home but they were also organized into packs to develop group spirit courage and loyalty

(1600 B.C. – 300 B.C. )

Spartan Education (1600 B.C. – 300 B.C. )

F. Methods of InstructionTraining, Participation, Testing, Discipline and Motivation

G. Financing- All financing was shouldered by the state

H. Outstanding Contributions to Education1. Military Education2. The development of patriotism and discipline

Early Athenian Education

A. Aims1. Good citizenship2. Individual excellence3. Many-sided development

B. Types of EducationCivic Training, Moral Training, Physical Education, Intellectual Education and Arts

(1600 B.C. – 300 B.C. )

Early Athenian Education C. Content to be Studied

1. Reading by the alphabet method2. Writing on wax and tablets3. Arithmetic for market use4. Homeric and other poems5. Music6. Gymnastic7. Physical education exercises8. Military training exercises

(1600 B.C. – 300 B.C. )

D. Agencies of EducationPrivate Schools, Home and State

Early Athenian Education

E. Organization of Grade Levels

(1600 B.C. – 300 B.C. )

1. From birth to 7, children were taught at home2. From 7-16, the boys went to two schools: Didascaleum and Palaestra3. At 16-18, the boys were free from literary and music studies4. At 18, the boys took the EPHEBIC oath5. At 20, the boys attained full citizenship

F. Methods of Instruction Imitation, Participation, Discipline and Human Relations

Early Athenian Education G. Financing

H. Outstanding Contributions to Education 1. Free development of all human capacities2. Olympic Games

(1600 B.C. – 300 B.C. )

Students paid tuition fees

Later Athenian Education

A. Aims1. By the sophists – pragmatic and utilitarian2. By Socrates – development of the power of thinking3. By Plato – control by intellectual rulers4. By Aristotle – rational living

B. Types of EducationMoral, Professional, Intellectual, Vocational, Domestic training, Physical, military and civic trainingScience, philosophy, aesthetic and cultural education

(1600 B.C. – 300 B.C. )

Later Athenian Education C. Content to be Studied

1. Lower elementary level - Reading, writing, arithmetic, poetry and gymnastics2. Higher elementary level - Physical and military exercises, grammar, rhetoric, declamation, argumentation and public speaking3. Secondary schools - Geometry, astronomy drawing, grammar, and rhetoric4. Higher Level - Philosophy, mathematics and science.

(1600 B.C. – 300 B.C. )

D. Agencies of EducationPalaestra, Didascaleum, Gymnasium, Rhetorical schools and Philosophical schools

Later Athenian Education E. Organization of Grade Levels

(1600 B.C. – 300 B.C. )

Home education - Primary education - Secondary education - Higher education

F. Methods of InstructionLecture, memorization, question and answer, developing the natural talents and achieving happiness

G. FinancingThe pupils or students had to pay school fees

H. Outstanding Contributions to Education1. The Socratic method of teaching2. The realm of philosophy3. Mathematics4. Art and classical literature

RomanEducation

( 750 B.C. – 450 A.D. )

Roman Education (750 B.C. – 450 A.D. )

A. Early Roman Education

B. Late Roman Education

Early Roman Education A. Aims

Utilitarian, Moral, Military, Civic and political, ReligiousB. Types of Education

(750 B.C. )

Physical and military trainingCivic, moral, religious and vocational training

C. Contents to be Studied1. Ballads and songs glorifying traits esteemed by Romans2. The Laws of the Twelve Tables3. Religious ceremonies and usages4. Physical and military exercises5. Domestic chores6. Vocational

Early Roman Education D. Agencies of Education

Home, shop, farm, military camp, forum, private schoolsE. Organization of Grade Levels

(750 B.C. )

1. Early training for young children at home2. Later, the boys went with their fathers to the shops and farms3. At 16, the boy became citizen taking on TOGA VIRILIS of manhood solemnized by religious ceremonies.4. He then entered military camp

F. Methods of InstructionDirect imitation, memorization and discipline

G. FinancingEducation was free except for private schools

Late Roman Education A. Aims

(750 B.C. – 450 A.D. )Oratorical and Civic

B. Types of EducationSpeech, civic and literacy trainingVocational education

C. Contents to be StudiedElementary - Reading, writing and calculationSecondary - Grammar, history, mythology and natural sciencesHigher education - RhetoricalUniversity - Applied science and professions

Late Roman Education D. Agencies of Education

(750 B.C. – 450 A.D. )School of litterator, School of Grammaticus, School of Rhetor and Athenaeum

E. Organization of Grade Levels1. At age 7-10, boys and girls entered the litterator.2. At age 10-16, boys entered the school of the Grammaticus3. At 16 or older, boys entered the school of the rhetor for two or three years.4. Those who hurdled the school of the rhetor went to the Athenaeum for a professional course.

F. Methods of InstructionMemorization, drill and writing exercises, public speaking practices

Late Roman Education G. Financing

(750 B.C. – 450 A.D. )Private schools were supported by the fees of the students

H. Outstanding Contributions to Education

1. Methods of organization, management and administration2. Romans organized body of civil law

Early ChristianEducation

Early Christian Education A. Aims

Moral and Salvation

B. Types of EducationMoral and Spiritual TrainingMusic Education

C. Contents to be Studied1. Moral and spiritual values2. Requisites for baptism3. Church doctrines4. Music in connection with Church worship

D. Agencies of EducationHome, Church, Catechumenal School, Catechetical School and Cathedral School

Early Christian Education E. Organization of Grade Levels

At home – at the catechumenal school – catechetical school – cathedral school

F. Methods of Instruction Catechetical Method, memorization, exposition and exhortation

G. FinancingStudents availed of free education

H. Outstanding Contributions of EducationConversion of more than one-half of the world into Christianity with the highest ideals of spirituality and morality

MedievalEducation

( 500 A.D. – 1400 A.D. )

Medieval Education (500 A.D. – 1400 A.D. )

A. Monasticism

B. Scholasticism

C. Chivalry

D. Guild System

MonasticismA. Aims

Spiritual and Moral

B. Types of EducationMoral, religious, literary and manual training

C. Contents to be Studied1. Seven Liberal Arts: Trivium and Quadrivium

Trivium – grammar, dialectic and rhetoricQuadrivium – geometry, arithmetic, music and astronomy

2. Greek and Roman classical culture and literature

D. Agencies of EducationMonastic Schools

MonasticismE. Organization of Grade Levels

At 10 – monastic schoolsAt 18 – monastic order

F. Method of Instruction Catechetical method, dictation, memorization, language, discipline, meditation and contemplation

G. FinancingPupils paid some fees and the State shouldered some expenses

H. Outstanding Contributions to Education1. Opposed the vices and corruption of the medieval world2. Europe acquired industrial skills and a concept of true dignity of manual labor

ScholasticismA. Aims

Reasoned faith and intellectual discipline

B. Types of EducationReligious and intellectual education

C. Contents to be StudiedTheology and Religious Philosophy

D. Agencies of EducationParish schools, monastic and cathedral schools, palace schools, and university

ScholasticismE. Organization of Grade Levels

At 14, enters a university

Bachelor

Continued studying (4-7 years)

Licentia docendi

Master

ScholasticismF. Method of Instruction

Lecture, repetition, disputation and examinationScholastic MethodAristotelian Logic

G. FinancingStudents paid fees

H. Outstanding Contributions to Education1. Organization of the university2. Emphasis on intellectual learning

ChivalryA. Aims

Morality, Responsibility, Horsemanship,Gallantry, Religiosity and Social graces

B. Types of EducationSocial, military, religious and moral training

C. Contents to be StudiedFor boys - Good manners, etiquette, horse ridingFor girls – religion, music, dancing, household duties

D. Agencies of EducationHome, court, castle, tournament field and fields of battle

ChivalryE. Organization of Grade Levels

1. Birth-7 years old - taught by his mother2. 7-14 years old - sent to the castle.3. 14-21 years old - a squire attending to the lord 4. 21 - inducted as a knight

F. Method of InstructionObservation, imitation, practice, apprenticeship, motivation and discipline

G. FinancingPupils did not pay fees

H. Outstanding Contribution to EducationEmphasis on the learning of social graces and rules of etiquette

Guild SystemA. Aims

Preparation for commercial and industrial life (Vocational preparation )

B. Types of EducationVocational, Reading, writing, arithmetic and Religious education

C. Contents to be StudiedCrafty and commercial business to be learned

D. Agencies of EducationBurgher school, Chantry school, Guild school

E. Organization of Grade LevelsApprenticeship – Journeyman – Master Craftsman

Guild SystemF. Method of Instruction

Observation, imitation and practice

G. FinancingBurgher schools supported by citiesChantry schools supported by wealthy merchantsApprenticeship was free

H. Outstanding Contribution to EducationVocational training and apprenticeship

MuslimEducation

( 700 A.D. – 1350 A.D. )

Muslim EducationA. Aims

Scientific, Practical, Religious and Vocational

B. Types of EducationScience, Vocational, Religious and Artistic designing education

C. Contents to be StudiedFocused on Math, Science, Literature, Philosophy, History

D. Agencies of EducationElementary and Secondary school, Kuttab and University

E. Organization of Grade LevelsAt 5 – elementary At 14 – secondary University

Muslim EducationF. Method of Instruction

Lecture, observation and experimentation

G. FinancingElementary education was free but higher education was not

H. Outstanding Contributions to Education1. First to use zero and the decimal system of notation that gave digits the value of position2. Using the laboratory and experimental method in the teaching of science

Humanism( 1350 A.D. – 1500 )

Humanism (Renaissance) (1350 A.D. – 1500 )

A. Italian Humanism

B. Northern Humanism

Italian HumanismA. Aims

Academic freedom, abundant living and liberal education

B. Types of EducationLiterary, aesthetic, physical, moral, religious and intellectual training

C. Contents to be Studied1. The Greek and Roman classics for appreciation2. Varied human interests that make life truly beautiful3. The world of nature; appreciation of the things of nature

D. Agencies of EducationLower or elementary schools, Secondary or court schoolsUniversities

Italian HumanismE. Organization of Grade Levels

1. Girls were taught by tutors at home2. The boys had to go through school step by step: elementary, high school and university

F. Method of InstructionLecture, Writing themes, Development of self-expression and Sufficient motivation

G. Financing

1. It provided the foundation of modern academic freedom2. Renewed interest in the study of the Roman and Greek classics

H. Outstanding Contribution to educationRich children paid fees but the poor children did not

NorthernHumanismA. Aims

Social, Religious, Moral, Literacy, Literary and Democratic

B. Types of EducationSocial, Religious, Moral, Literary, Literacy and Democratic education

C. Contents to be StudiedBiblical and classical literature

E. Method of InstructionElementary schools, Secondary schools, Universities

D. Agencies of Education

Individualized instruction , Double translation , class-a-year practice

NorthernHumanismF. Financing

The students paid fees in all the schools

G. Outstanding Contribution to Education1. The class-a-year practice2. Emphasis on the social purposes of education

Protestant Reformatio

n

Protestant ReformationA. Aims

Religious, Moral, Elegant expression and rational inquiry B. Types of EducationReligious, Moral, Character, Literacy, Music educationUniversal compulsory and free education

C. Contents to be Studied1. Religion with the Bible and other religious materials as texts2. Singing and physical education3. Reading, writing and arithmetic

D. Agencies of EducationHome, Civil authorities, Church, Vernacular primary school, Classical secondary school – first State school system (Saxony plan) and University

Protestant ReformationE. Organization of Grade Levels

1. Education of the masses in the vernacular elementary schools2. Training of leaders in the secondary schools and universities

G. FinancingExcessive formalism, Religious indoctrination

F. Method of Instruction

In the vernacular elementary schools, education was free but in the higher schools the students had to pay tuition fees.

H. Outstanding Contribution to Education1. The development of the state school system2. The class-a-year plan which became the model of a graded school organization

Catholic Counter

Reformation

Catholic Counter ReformationA. Aims

Religious moralism and Complete obedience to church

B. Types of EducationReligious, Moral, Professional educationTeacher training

C. Contents to be Studied1. 4 R’s – Reading, writing, arithmetic and religion in elementary2. More advanced study of classical literature3. Math and logic

D. Agencies of EducationElementary schools, secondary schools, higher schools (universities) and teacher training schools

Catholic Counter ReformationE. Organization of Grade Levels

1.The Jesuit secondary schools were open only to boys.2. Spiritual preparation (novitiate) for 2 years3. In higher school, there was a 3-year liberal arts course4. 2 years of teacher training (juniorate)5. Practice teaching for 5 years6. Theological course for 4 years

F. Method of InstructionGeneral methodGrading pupils according to their abilityThey made the pupils recite to the classPhonetic method

Catholic Counter Reformation

G. FinancingIn all schools, tuition fees were free.

H. Outstanding Contribution to Education1. La Salle’s conception of the role of the teacher as a basis of a real profession2. The Jesuits’ better type of professional training especially in teacher education3. The Christian brothers’ grouping of pupils according to ability and the use of the phonetic method of teaching reading

Educational Realism

Educational Realism A. Verbal Realism

B. Social Realism

B. Sense Realism

Verbal RealismA. Aims

1. Complete knowledge and understanding of environment2. Development of values3. Development of the whole man

B. Types of EducationLiterary, Liberal and Practical education

C. Contents to be StudiedThe curriculum of the verbal or literary realists was encyclopedic that is they covered almost all subject matters

D. Agencies of EducationHome, Public day school, Academy and University

Verbal RealismE. Organization of Grade Levels

1. Birth-6 years old, the child was taught at home2. At age 7, the boy had to enter public day school3. Between ages 12-21, the boy should be given his entire education in the academy4. Upper courses were taken in the university

F. Method of InstructionTutorial, reading widely and thoroughly, incidental method

G. FinancingPupils in the lower schools were free but those of the higher schools had to pay tuition fees especially in private schools.

H. Outstanding Contribution to EducationPractical education that would enable man to adjust himself to his environment

SocialRealismA. Aims

Pragmatic utilitarian , decision making and social relations

B. Types of Education1. Practical and social education2. Physical, moral and intellectual learning

C. Contents to be Studied1. History as a study of man’s past experiences2. Philosophy as a study of human behavior, responsibilities and dutiesD. Agencies of EducationTutor, Academies and Ritterakademie

SocialRealismE. Organization of Grade Levels

The boy started with a tutor, then attended either the academy or the Ritterakademie. For a professional course, he attended a university.

F. Method of InstructionTutorial system, Observation and social contact

G. FinancingThe pupils had to pay fees to the school and their tutors

H. Outstanding contribution to educationTutorial system, finishing schools and private military academies

Sense RealismA. Aims

For a harmonious society, scientific, religious, intellectual and practical

B. Types of Education1. Scientific type of training2. Liberal education

C. Contents to be StudiedChildren were taught reading, writing, vernacular, English, drawing and music, physical exercises and group sports

D. Agencies of EducationModel educational institution for scientific investigationTextbook

Sense RealismE. Organization of Grade Levels

The ladder system of organization of grade levels was adoptedInternal administrative school organization by Comenius1. All schools should begin on the same date each year and students should not be admitted except on the same date2. There should be a systematic organization of the schedule of class work3. Each class should have a separate room, separate teacher, separate textbooks, and separate tests4. School days should be organized in accordance with the age of the child. Older children stayed 6 hours in school while younger ones were to study only 4 hours a day5. No homework6. A half hour of relaxation should follow each study period7. Morning hours were to be devoted for intellectual subjects and the afternoon for physical and aesthetic subjects

SocialRealismG. Financing

Attendance in the lower vernacular schools was free but in the higher schools the students had to pay school fees

H. Outstanding contribution to education1. The emphasis on science in the curriculum2. Development of the textbook3. The internal administrative organization of a school4. The ladderized system of grade level organization

Formal Discipline

Formal DisciplineA. Aims

Formation of character and good habit formation

B. Types of EducationPhysical, Moral and Intellectual education

C. Contents to be StudiedIn elementary, drill subjects such as spelling, arithmetic, and grammar and later history, geography and elementary science were offered

In higher schools, classical languages and mathematics, English and in addition, drawing, geography, history, anatomy, ethics, dancing and practical and fine arts as hobbies were studied

Formal DisciplineD. Agencies of Education

Religiously motivated elementary school, Humanistic secondary school, Humanistic college or university, Tutor

F. Method of Instruction1. All methods were based on the laws of habit formation: desirable habits of thinking and acting2. Drill and exercise3. Discipline – corporal punishment was used extensively.

E. Organization of Grade levelsAll the pupils had to pass through the three levels of schooling: elementary, secondary school and college

Formal DisciplineG. Financing

Pupils were admitted free in the vernacular elementary schools but paid fees in the higher schools

H. Outstanding Contribution to EducationFormal discipline as an educational processHabit formation

Rationalism

RationalismA. Aims

Intellectual freedom, Living a life guided by reason, Aristocracy of intelligence

B. Types of EducationAristocratic, intellectual and social education

C. Contents to be StudiedScientific and philosophical arguments were emphasized. Content included philosophy, science, art, literature and social refinement, polished manners, formal etiquette, and codes of self-interest. There was no religion

D. Agencies of EducationSecondary and higher schools, Encyclopedia, Fashionable salons

RationalismE. Organization of Grade Level

The students went through the elementary, secondary and college.

F. Method of InstructionSense-based and application of reason

G. FinancingThey paid tuition fees

H. Outstanding Contribution to Education1. Training of creative thinking and reasoning (logic)2. Use of the inductive method in making generalizations