Here, just a little explanation of the Foundation of Education, I made this for a presentation of MA class.
Hope that can be useful for all learners.
All the best.
Thanks
1. BAGUIO CITY, THE PHILIPPINES
• UNIVERSITY OF THE CORDILLERAS.
• FOUNDATION OF EDUCATION.
• PRESENTED BY:
ALNGRAT. SAGAR. A.
2. What is Education?
• Is the process of facilitating knowledge, skills, values,
beliefs and habits.
• Also , transmission of the values accumulated.
3. Primitive Education
• Life was very simple
• Their means of livelihood were hunting and gathering
wild fruits and vegetables
• - They lived in crude huts
• - Organization usually headed by the oldest or wisest
among members.
• - There was no reading or writing
• - Information was transmitted through word of mouth,
songs, gestures, ceremonial rites and the like.
4. Aims of Primitive Education
• 1. Security and survival from dangers that could be
inflicted by the following:
• - natural phenomena ( typhoons, floods,
earthquake, fires, etc.)
• - fierce, wild and poisonous animals and reptiles(
lions,
tigers, snakes and rats)
• - evil spirits
• - hunger because of scarcity of food
5. Aims of Primitive Education
• 2. Conformity:
the interest of one was sacrificed for the interest of the
group.
• 3. Preservation and transmission of traditions:
The ways they were doing things were the best and they
want to preserve it and be transmitted to the incoming
generation.
6. Types Of Education:
• 1. Vocational – like hunting, constructing a Hut
• 2. Religious ( animistic) – learning how to
participate in ritualistic practices to please
or appease the unseen spirits.
7. Content To be Studied:
• 1. Ways of procuring the basic necessities in life and of
protecting life from dangers
• 2. Superstitions- how to worship before the dwelling of
an unseen spirit such as big tree, a big rock, a river, a big
bush, etc.
8. Agencies of Education:
• 1. Home:
always the center of learning especially for the young
• 2. Environment:
for instance, if one happened to step on a thorn and got
hurt, he now became careful not to step on thorn.
9. Organization of Grades:
• There was none:
There was no gradations in instruction; neither were there
organized classes.
10. Methods of Instruction:
All instruction was done informally:
1. Observation and imitation from parents
• 2. Simple telling and demonstration- this is lecture
demonstration nowadays
• Participation- children participated in the work of
their parents and they learned.
11. Financing:
• There was no financing involved since there was no
teacher to pay, no learning materials to buy, and no
school to construct because education was strictly
informal.
13. Early Chinese Education:
• The basic philosophy of early Chinese education
was based on the writings of Confucius and other
Chinese philosophers. The writings of Confucius dealt
with the accumulated wisdom of many hundred years.
14. AIMS OF EDUCATION:
• 1. Ideological and ethical ( moral) learning- gave stress
to the teachings of Confucius concerning relationships,
order, duty, and morality.
• Five fundamental relationship
• - between father and child
• - between husband and wife
• - Between older brother and younger brother
• - between older friend and younger one
15. AIMS OF EDUCATION:
Five cardinal virtues:
• - benevolence or universal charity
• - justice
• - conformity to established usage
• - prudence or rectitude of heart and mind
• - fidelity or pure sincerity
16. AIMS OF EDUCATION:
Doctrine of submission:
• - subject to sovereign;
• - son to father;
• - wife to husband;
• - younger brother to older brother;
• - younger friend to older one
17. AIMS OF EDUCATION:
• 2. Cultural development- to maintain their cultural
patterns and usage.
• 3. Civil service- to prepare students to take the state
examinations to qualify for higher status in life and for
positions in the government.
18. TYPES OF EDUCATION:
1. Ideological and moral education- studied the Confucian
relationships, doctrine of submission, and the cardinal
virtues.
• 2. Language education- The Chinese language has many
characters that represent an idea and these characters
had to be mastered or memorized.
3. Vocational and domestic education- trade skills to be
acquired by men and domestic skills by women.
19. TYPES OF EDUCATION:
• 4. Civic education- for those who would like to serve in
government
• 5. Military education- for defense and aggression
purposes
20. CONTENT TO BE STUDIED:
The following books which contained maxims and
doctrines of ethical and political nature had to be
mastered in order to be able to hold any official
position:
• - The Shu King or Book of History
• - The Shi King or Book of Odes, an outline of
poetry
• - The Yi King or Book of Changes, an outline of
prophecy and augury
21. CONTENT TO BE STUDIED:
• - Li ki King or Book of Rights, an outline of social
etiquette
• - The Hsiao King, or Book of Filial Piety
22. CONTENT TO BE STUDIED:
The Four Books:
• - The Ta Hsio or Great Learning
• - The Chung Yung or Doctrine of the Mean
• - The Lun Yu, or Sayings of Confucius
• - The Meng Tze or Sayings of Mencius.
• A second Chinese philosophy for living studied
• was Taoism, or The Path of Reason attributed to Laotse
23. AGENCIES OF EDUCATION:
• 1. Home- the locus of learning for the young.
• 2. Private schools- villages had elementary private
schools
• 3. House of teacher or rich pupil, a deserted pagoda, or
any place. There was no national system of education.
24. ORGANIZATION OF GRADES:
• 1. Elementary- the child started school at the age of 7.
School began at sunrise and ended at about five in the
afternoon with only one hour for luncheon. School
sessions were held throughout the year.
• 2. Higher education- mainly for preparation for taking the
government examination:
• a. Lowest examination- honors called Hsiu Ts’ai,
similar to the Bachelor of Arts degree
• b. Next examination consisted of 3 sessions and each
• session lasted 3 days- honors called Chu-jen equivalent
• to Master of Arts
25. ORGANIZATION OF GRADES:
• c. Final examination lasted 13 days- honors called
Chinshih similar to doctoral degree
• Those who failed became teachers in the elementary
schools.
26. METHODS OF INSTRUCTION:
• 1. The Confucian Method- outdoor teaching was prevalent
• 2. Direct and exact imitation
• 3. Memorization- the whole time was devoted to
memorization. The Chinese characters used in writing,
the Classics, and the Four Books and other learning
materials had to be memorized thoroughly.
28. OUTSTANDING CONTRIBUTION:
• The outstanding contribution of early China to education
is the administration of civil service examinations. This
has been adopted by almost all countries of the world
today.
29. Ancient Egyptian Civilization
• Government was autocratic ruled by a king called
Pharaoh.
• They worshipped the sun god, Ra or Amon Ra
and Horus, god of day; Set, their Satan
• - They were firm believers in life after death that’s
why they build many temples
30. AIMS OF EDUCATION:
• 1. Religious- inculcate proper respect for the gods and the
pharaoh
• 2. Utilitarian- the father and mother wanted to transfer
their skills in his occupation and her skills in keeping
house.
• 3. Preservation of cultural patterns
31. TYPES OF EDUCATION:
• 1. Religious education- to inculcate in the minds of the
learners proper respect for the gods, moral conduct,
and preparation for life after death.
• 2. Vocational- professional education- they wanted to
perpetuate the artistic skills that embellished their
temples
• 3. Military education- only for the sons of the nobles
32. TYPES OF EDUCATION:
• 4. Education for public administration- for those who
aspired for positions in the government.
• 5. Priesthood education- for those who aspired to become
priests
• 6. Home arts education- vocational and offered for
women
• 7. Writing, reading, and language education Egyptians -
used hieroglyphics form of writing
33. CONTENT TO BE STUDIED:
• 1. Reading, writing and language
• 2. Religious and secular literature- study of aphorisms,
proverbs, moral judgments
• 3. Artistry in metal and lapidary
• 4. Mathematics especially geometry and surveying
• 5. Astronomy, engineering, architecture, physics,
medicine, embalming, dentistry, and law
• 6. Music, dancing, playing the harp tambourine and
clapping to rhythm.
34. CONTENT TO BE STUDIED:
• 7. Sports, games, and physical education with swimming,
wrestling, archery and hunting and fishing;
• 8. Military schools offered training in the use of the bow
and arrow, battle ax, lance, mace, and shield.
35. Agencies of Education:
• 1. Home
• 2. Temple schools- for higher education especially for
engineering, architecture, medicine, dentistry,
surveying, etc.
• 3. Military schools- only for the sons of the nobles for
defense and aggression
• 4. Court school- for those aspiring for a public office
and those taking up law
• 5. Vocational schools- schools of arts and trades
36. ORGANIZATION OF Grades:
1. The young studied at home, mother as teacher.
• 2. At age 5, the boys attended the reading and writing
schools if the parents could afford to pay the school
fees.
• 3. At 17, the boys entered the schools that offered their
vocations.
37. METHODS OF INSTRUCTION:
• 1. Apprenticeship- dominant method in the lower and
vocational schools
• 2. Dictation, memorization, copying, imitation,
repetition- these are standard practices in teaching
especially in the lower grades
• 3. Observation and participation Flogging was used to
penalize failure to learn.
38. FINANCING:
• The pupils and students had to pay a certain amount of
school fees even in the lower schools. Hence, education
was not universal.
39. OUTSTNDING
CONTRIBUTION TO
EDUCATION:
• Their outstanding contribution to education
were probably geometrical measurement
and surveying. They were the first to use
these two mathematical techniques.
40. ANCIENT INDIAN CIVILIZATION:
• The humid climate, hard life, poverty, disease, and famine
developed in the people a kind of religion characterized
by mysticism and fatalism
• - karma made people believe that there was
a reward for good deeds and a punishment
for evil ones
• - the chief religion was Brahmanism, also called
“Hinduism”
41. AIMS OF EDUCATION:
1. Intellectual- for excellent intellectual
• development through knowledge and
• contemplation of philosophical truth
• 2. Religious:
To prepare for the future life and to seek perfection
• 3. Cultural: .
To preserve the caste system through the use of
precedent, history, and strict observance of customs and
traditions.
42. TYPES OF EDUCATION:
• 1. Religious education- development of spiritual and
emotional attitudes rather than with the acquisition
of new knowledge.
• 2. Intellectual education- for priests and teachers so
that they can impart the religious tenets, hymns, and
prayers
• 3. Vocational- for the artisans, agriculturists, farmers and
laborers.
• 4. Domestic education- for women to serve their
husbands and bear children
• 5. Military education- for military caste
43. CONTENT TO BE STUDIED:
1. Literature for the Brahmans
2. In college, astronomy, history, grammar, law,
medicine, mathematics, contemporary arithmetical
notation including the symbol “O” and algebra
3. Dancing associated with religion
4. Sports such as wrestling, archery and yoga
5. Linguistics, philosophy and theology
6. For military training, use of the horse, elephant, and
chariot in war
44. AGENCIES OF EDUCATION:
• 1. Home:
The child was taught by the mother till the
age of 5
• 2. Outdoors- less than 15 pupils.
Classes were held under large trees.
• 3. Monasteries- later organized for higher schooling
45. ORGANIZATIONS OF GRADES:
• 1. The child was taught at home till the age of 5
• 2. At 5, the child attended higher schools
• 3. The women were given only domestic education as
their role was only housekeeping, serving their
husbands and bearing children
46. METHODS OF INSTRUCTION:
• 1. Imitation- in language:
• The teacher uttered the words and the pupils imitated. In
writing, pupils imitated the teacher’s copy, first on sand
and later on palm leaves. In vocational, sports and
military, the teacher had to demonstrate and pupils
imitated.
47. METHODS OF INSTRUCTION:
• 2. Memorization- The Vedas which were written mostly
in verse lent themselves to memorization. The learning
was slow.
48. FINANCING:
• It was a disgrace on the part of the teachers to receive a
fixed salary. The teachers were called gurus, were highly
respected by the children even more than they did their
parents. The teachers were remunerated by means of gifts
from parents of the children. The amount of gifts
depended upon the socio- economic status of the child’s
family.
49. OUTSTANDING CONTRIBUTION:
• Probably the decimal system of arithmetical
notation, particularly the use of the symbol “O”. With
the use of this, we can write any size of a number
and we can use the four fundamental operations on
whole numbers , fractions, and decimals with the
utmost convenience.
50. GREEK AND ROMAN CIVILIZATION: Early
Athenian Education.
• AIMS OF EDUCATION:
• 1. Good citizenship
• 2. Individual excellence- in wisdom, beauty and strength
for public usefulness.
• 3. Many- sided development- there was freedom to
develop all human capacities
51. Types of Education
• 1. Civic training- desire to serve the state
• 2. Moral training- emphasis on virtues of Homeric
heroes.
• 3. Physical education- to develop grace and harmony
of the body.
• 4. Intellectual education- needed in participation in
the Assembly and in discussions in the market place.
• 5. Art- music, poetry, and dancing
52. Content to be studied:
• 1. Reading by the Alphabet method
• 2. Writing on wax and tablets
• 3. Arithmetic for market use
• 4. Homeric and other poems
• 5. Music, lyre and flute playing
• 6. Gymnastic exercises
• 7. Physical education exercises
• 8. Military training subjects
53. Agencies of education:
• 1. Private schools- first schools for boys
• 2. Home- girls were taught at home by their mothers
and slave nursemaids
• 3. State- education was supervised by the State but
education was not compulsory.
54. Organization of grade levels
• 1. Birth to 7 years, children were taught at home;
• 2. From 7 to 16 years old, the boys went to two schools:
Didascaleum and Palaestra. The girls stayed at home.
• 3. At 16- 18, boys were already free from literary and
musical studies.
• 4. At 18, the boys took the Ephebic Oath, a pledge of
allegiance to the State. They spent 2 years in the
military service. At 20, the boys attained full citizenship.
55. Methods of Instruction:
• 1. Imitation- of a living model
• 2. Participation- there was a participation in the learning
process, learning is by doing.
• 3. Discipline- corporal punishment was used extensively.
• 4. Human relations- there was no human relation between
the teacher and his pupils.
57. Later Athenian Education:
• A. AIMS OF EDUCATION
• 1. By the Sophists, pragmatic and utilitarian- to prepare
the individual for personal advancement, to cultivate the
individual’s public image and to develop adeptness in the
skills
• 2. By Socrates, development of the power of thinking- to
enable humanity to arrive at fundamental concepts or
moral principles of the universe and to establish that
morality.
58. Later Athenian Education:
• 3. By Plato, control by intellectual rulers- to produce
social order and to develop the individual’s natural
talents;
• 4. By Aristotle, rational living- to direct society in the
way which effects the greatest good of mankind whose
goal is happiness.
59. TYPES OF EDUCATION:
• 1. Moral training- the measure of truth was the individual
and he decides for himself what is true .
• 2. Professional training- for public speaking
• 3. Intellectual training- aim of Socrates and Plato
• 4. Vocational training- for craftsmen and laborers
• 5. Domestic training- for girls for housekeeping purposes
60. TYPES OF EDUCATION:
• 6. Physical, military and civic training
• 7. Science and philosophy education- teaching of logic
• 8. Aesthetic and cultural education- literature, grammar,
rhetoric, art and music.
• 9. Sports and games- for enjoyment
61. CONTENT TO BE STUDIED:
• 1. Lower elementary level- reading, writing, arithmetic,
poetry and gymnastics
• 2. Higher elementary level- physical and military
exercises, grammar, rhetorics, declamation,
argumentation and public speaking.
• 3. Secondary schools- geometry, astronomy, drawing
and grammar.
• 4. Higher level- philosophy, mathematics and science
62. Organization of Grade Levels:
• 1. Home education- from birth to age 7
• 2. Primary education- from age 7- 13 in private schools
• 3. Secondary education- age 13- 16
• 4. Higher school- from 16 upward, the children were
taught in rhetorical and philosophical schools
63. Methods of Instruction:
• 1. Lecture and memorization- they lectured everywhere.
They advocated practical wisdom and taught how to argue.
• 2. Question and answer- also called Socratic method. The
dialectic or inductive way of asking questions. It forces
student to think.
• 3. Developing the natural talents- advocated by Plato. He
believe that the man has three traits: intellect, passion and
appetite.
• 4. Achieving happiness- idea of Aristotle. To him, an
individual is able to achieve happiness if his life is guided
by reason. Moderation is one of his important concepts to
attain happiness.
64. Financing & outstanding
contribution:
• Teachers had to be paid and the students had to pay
school fees.
• 1. The Socratic method of teaching
• 2. Realm of philosophy
• 3. In the field of Mathematics- Euclidean geometry
• 4. Art and classical literature
65. Early Roman Education:
• AIMS OF EDUCATIN:
• 1. Utilitarian- for practical purposes, to produce men who
would be active and efficient in daily life;
• 2. Moral- to produce citizen who knew how to exercise
• their rights, fulfill their duties, and obligations and
acquire virtues.
• 3. Military- to train men to be good soldiers and
conquerors in war.
• 4. Civic and political- to train men to be participative and
wise in politics.
• 5. Religious- to train men to have reverence for the gods.
66. TYPES OF EDUCATION:
• 1. Physical and military training- for the training of
good soldiers.
• 2. Civic training- to make men know their rights and
obligations to the state.
• 3. Moral training- for the development of moral virtues.
• 4. Religious training- children were trained in religious
ceremonies and usages.
• 5. Vocational training- for livelihood.
67. CONTENT TO BE STUDIED:
• 1. Ballads and songs glorifying traits esteemed by the
Romans.
• 2. The Laws of The Twelve Tables- define private and
public relationships and human and property rights
• 4. Physical and military exercises
• 5. Domestic chores- taught by mothers to their daughter
• 6. Vocations- crafts and skills learned by males
68. Agencies of Education:
• 1. Home.
• 2. Shop and farm- boys went with their fathers to shops
and farms to learn the trades of their fathers.
• 3. Military camp- place where the boys learned the art of
warfare like using the battle ax, lance and chariot.
• 4. Forum- place where the boys learned the science of
politics and government.
• 5. Private schools- the pupil had to pay for some learning
such as reading, writing and counting.
69. Organization of Grades:
• 1. Early learning for young children was in the home.
• 2. Later the boys went with their fathers to the shops or
farms.
• 3. The boys also went to the forum to learn about public
affairs.
• 4. AT 16, the boy became a citizen taking on toga virile of
manhood.
• 5. He then entered military camp.
70. Methods of Instruction:
• 1. Direct imitation- the boys imitated their fathers and
girls their mothers.
• 2. Memorization- memorized the Laws of the Twelve
Tables, ballads and religious songs.
• 3. Discipline- there was corporal punishment and even
death.
71. Financing:
• Learners did not pay any fees. But when they entered the
private schools they had to pay.
73. Methods of Instruction & Curriculum:
• Lecture, observation and experimentation.
• Focused on Math, Science, Literature, Philosophy,
History
74. AGENTS + Financing:
• Elementary and Secondary school, Kuttab and University.
• Elementary education was free but higher education was
not
75. Outstanding Contributions:
• First to use zero and the decimal system of notation that
gave digits the value of position •
• Using the laboratory and experimental method in the
teaching of science.
76. Medieval Culture and
Education:
• A. AIMS OF MONASTIC EDUCATION
• 1. Spiritual- to obtain the salvation of individual souls
• 2. Moral- to attain the ideals of chastity, poverty and
Obedience.
• 3. Spiritual knowledge- to attain the highest spiritual
knowledge and the purest spiritual satisfaction through
meditation, contemplation, inspiration and asceticism.
77. Types of Education:
• 1. Moral and religious training- the monks engaged
themselves in religious contemplation, meditation,
asceticism and religious reading and writing.
• 2. Literary education- this involved copying of
manuscripts and writing original manuscripts concerning
religion, historical events and other matters.
• 3. Manual training-they drained swamps, cleared forests,
reclaimed deserts, and made hillsides into orchards.
Women taught how to weave church hangings and
embroider altar cloths and church vestments.
78. Content to be studied:
• 1. Seven Liberal Arts composed of:
• a. The Trivium composed of
• 1. Grammar- language and literature
• 2. Dialectic- logic or right reasoning
• 3. Rhetoric- law and composition
• b. The Quadrivium composed of
• 1. Geometry
• 2. Arithmetic
• 3. Music
• 4. Astronomy
79. Organization of Grade Level:
• 1. At age 10, boys were admitted into the monastic
schools
• 2. At age 18, after training for 8 years, they were admitted
to the monastic order.
• 3. Later in the middle ages, many monastic schools
admitted boys and girls who did not intend to become
monks and nuns.
80. Methods of Instruction:
• 1. Catechetical method
• 2. Dictation- due to the scarcity of books
• 3. Memorization- memorize what was dictated t them
• 4. Language- Latin was the only language for learning.
• 5. Discipline- Teachers used the rod to punish erring
pupils.
• 6. Meditation and contemplation- they believed that the
deepest spiritual experience could be gained only through
divine inspiration.
81. Financing & outstanding
contribution:
• Pupils paid some fees and the state shouldered some
expenses.
• Medieval Education owes much to the Christian
monasteries for preserving and spreading learning and
culture
82. Renaissance Classical Humanism:
• It began in Italy in early 1300’s and spread to England,
Germany, Netherlands, Spain and other countries in the
late 1400’s. Latin word renascere, meaning “rebirth”
83. Factors that propelled Renaissance
• Invention of the printing press
• Findings of exploration and scientific discoveries
• The degeneration of the church
• The rise of free cities and rich middle class
84. AIMS:
• Academic freedom
• Abundant Living
• Liberal education
• Development of a liberal man who would be able to
appreciate the past as well as enjoy the present
86. Organizations:
• BOYS attend school
• GIRLS study at home under tutors
• “ In some cases, when a woman received an education, it
was said that it was for the benefit of a MAN ”
87. Methods:
• Text study to replace lectures
• Written themes replaced oral disposition
• Self-activity
• Self-expression
• Double translation
88. EFFECTS:
• Classical learning was revived.
• Education was very aristocratic.
• Served as foundation of modern academic freedom.
89. Methods of Education
• Adapting the work of the individual to his needs and
capacities.
• Developing a balance between mental activity and
physical activity.
• Developing the power to think.
• The inclusion of play in the curricula.
91. Types of Education :
• Religious
• Moral
• Character, Literacy.
• Music education Universal compulsory and free
education
92. Contents to be Studied
• 1. Religion with the Bible and other religious materials as
texts .
• 2. Singing and physical education .
• 3. Reading, writing and arithmetic .
93. . Agencies of Education
• Home, Civil authorities, Church, Vernacular primary
school, Classical secondary school – first State school
system (Saxony plan) and University
94. Organization of Grade Levels
• 1. Education of the masses in the vernacular elementary
schools .
• 2. Training of leaders in the secondary schools and
universities.
95. Financing & Method of
Instruction
• Excessive formalism, Religious indoctrination
• F: In the vernacular elementary schools, education was
free but in the higher schools the students had to pay
tuition fees.
• Outstanding Contribution to Education
• 1. The development of the state school system.
• 2. The class-a-year plan which became the model of a
graded school organization.
96. THE ENLIGHTMENT:
• “ What is Enlightenment?”
• Immanuel Kant ?
• Enlightenment is man's release from his self-incurred
tutelage. Tutelage is man's inability to make use of his
understanding without direction from another. Self-
incurred is this tutelage when its cause lies not in lack of
reason but in lack of resolution and courage to use it
without direction from another. Have courage to use your
own reason, that is the motto of enlightenment.
97. • The 18th century was the age of reason . Men believed
that they could solve their problems by science and
logical reasons
• .In this period educated people were interested in books
and developing out of the ideas.
• an expansion of secularism of the Renaissance
• Although not everyone accepted the ideas and thinking of
enlightenment this period led to the cause of the French
revolution.
98. Philosophers of the Enlightenment:
• John Locke:
• A British philosopher , he wrote the Two Treatises of
Government, in which he argued that men have the right
to oppose and protest against the government .
99. Voltaire-
• A French philosopher, in his writings he opposed the
catholic church accusing him for leaving the people
ignorant.
100. Montesquieu & Adam Smith
• Montesquieu: A French philosopher , he wrote The Spirit
of the Laws in which he divided the government into 3
into monarchy , republics and despotism .
• Adam Smith- A Scottish philosopher , in his book The
Wealth of Nations he discussed the economy and
production. His book led to the rose of liberalism and
socialism .
101. • Rousseau-
• A Swiss philosopher, he wroteThe Social Contract , he
believed that menis the state on nature and the society
ruinhim . His book was influenced by leadersduring the
French revolution.
102. DEPOTISM:
• This is a term given to kings , queens and emperors who
put in practise the political ideas of the philosophers. By
these they hoped that they will stop people from brining
revolution. Unfortunately later revolution was created
because nobles demanded for more privileges.
