ASSIGNMENT #1

EDUCATION DURING THE ANCIENT TIMES/EARLY CONCEPTIONS OF EDUCATION

Historical Group/ Period Aims/ Goals Content/Curriculum Methods of Instruction Contribution to Education
Preliterate societies (7000 BCE-  To teach survival skills  Practice hunting, fishing, songs,  Informal – enculturation of  Emphasis on informal education and
5000 BCE) -PRIMITIVE  Teach group harmony poems and dances. characteristics, skills, knowledge transmission of skills and values
 Conformity  Practical and Theoretical and attitudes upon children.  Preservation of cultures and traditions
 Preservation and transmission of education/training  Children imitate adults  Adaptation and adjustment to political
traditions  Simple telling and demonstrations and social life
 Trial and Error  Tribes were able to meet their
 Indoctrination economic needs and were able to
survive.
CHINA 3000 BC – 1900 AD China  Prepare the elites to govern the  Confucian classics  Memorization  Written examinations for civil services.
empire according to Confucian  Recitation
principles.
INDIA 3000 BC – Present India  To learn behavior and rituals  Vedas and Religious Texts  Memorization  Cultural transmission and assimilation
based on Vedas.  Interpretation of Sacred Texts  Spiritual Detachment
EGYPT 3000 BC – 300 BC Egypt  To prepare priests according to  Religious or technical Texts  Memorization  Restriction on educational controls to
scribe for the empire.  Apprenticeship – dominant method priest elites.
 Inculcate proper respect for the in the lower and vocational  Geometrical measurement
gods and pharaoh. schools.  Surveying
 Utilitarian – transmission of skills  Standard Practices in Teaching –
from the parents to their children. Dictation, memorization, copying,
 Preservation of cultural patterns imitation, repetition
 Observation and participation
GREEK 1600 BC – 300 BC Greece  To promote individual success Athenian:  Memorization and recitation in Athens:
and welfare through the  Liberal Education primary schools  Concept of well-rounded, liberally
harmonious development of the  Reading, writing, drama,  Lecture, discussion, and dialogs in educated person
various aspects of human poetry, music higher schools
personality. Spartans:
 To cultivate civic responsibility. Spartans: Athenian:  Concept of serving the military state
 Military and Physical Training  Individuality Principle
Athenian:  Drill, military songs, tactics Spartan: Influence to Philippine education:
 To perfect both the body and  Competition and Rivalry  Physical Education and MAPEH
mind for individual. subjects
 Acquire excellence necessary for  Sports Events in schools
public usefulness.  CAT / ROTC
 Math, Logic, Science subjects
Spartan:
 To develop a good soldier in  Military schools like PMA, PMMA, PNP
each citizen.

ROMAN 750 BC – 450 AD Roman  Develop civic responsibility for  Physical Training (Martial arts, Elementary:  Practical administrative skills
 the empire, administrative, and war weapons usage)  Memorization and recitation,  Relate education to civic responsibilities
military skills.  Reading, Writing, Arithmetic, Imitation
 To educate Roman youth for Law, Philosophy Secondary:
realizing national ideas.  Literary exercises, intensive drill
on speech, grammar, declamation
and rhetorical schools

EDUCATION DURING MIDDLE/MEDIEVAL AGES

Historical Group/ Period Aims/ Goals Content/Curriculum Methods of Instruction Contribution to Education
Early Christian  To develop socially responsible  Latin Grammar  Catechetical method  Conversion of more than one-half of
individuals who possess all the  Christian Doctrine  Parable method the world into Christianity with the
virtues of brotherly love.  Moral and spiritual values  Principle of Activity and Doing highest ideals of spirituality and
 Requisites for baptism  Use of common language morality.
 Music in connection with  Usage of figures of speech
Church worship
Monasticism  To achieve eternal salvation  Moral and religious training  Catechetical Method  Preservation and Dissemination of
 Salvation of individual souls  Greek and Roman classical  Dictation knowledge and culture by Christian
 To attain the highest spiritual culture and literature  Memorization Monasteries
knowledge and the purest  Seven Liberal Arts:  Discipline – Use of punishment  Opposition to the vices and corruption
spiritual satisfaction - The Trivium:  Meditation and Contemplation in the medieval world.
Grammar, Dialect,  Use of Reflection  Concept of true dignity of manual labor
Rhetoric
- The Quadrivium:
Geometry, Arithmetic,
Music, Astronomy
Scholasticism  To support the doctrine of the  Theology and Religious  Lectures, repetition, disputation and  Organization of the University
church through rational argument Philosophy Examination method  Emphasis on Intellectual Training
(Intellectual Discipline)  Argumentative Method/ Disputed  Use of Logic to reconcile religion and
Method philosophy
 Aristotelian Logic / Syllogism
 Logical analysis
 Problem method
Chivalric Education  Training for a life of high  A training system that  Observation, Imitation and Practice  Use of Vernacular as a tool of teaching.
ideals/standards. inculcates gallantry toward  Apprenticeship  Emphasis on the learning of social
 Training for knighthood centered women, protection of the weak,  Motivation by means of high social graces, etiquette rules, good manners
on the rudiments of love, war honesty in everything, courage ideas, standards, approval and right conduct.
and religion at all time.
 Learning of social graces,
etiquette rules, good manners
and right conduct
 Physical exercise and
horsemanship
 Reading, writing, literature in
vernacular
  Seven Free Arts
- Jousting, falconing,
swimming, horsemanship,
boxing, chess, writing and
singing verse
Guild System  To prepare the students for the  Reading and writing in  Observations, imitations, and  Vocational Training / Manpower
requisites of commerce and vernacular and arithmetic practice Development
industry  Craft and commercial business  Dictation, memorization, and  Apprenticeship
 Vocational Preparation catechetical method
 Discipline
Saracenic  To search for knowledge and  Koran – taught at all levels  Arabic numerals and computation –
application of scientific facts to first to use zero and decimal system of
the affairs of daily life. Elementary level: Elementary: notation
 To develop the individual’s  Reading, writing, arithmetic,  Repetition and Drill, memorization,
initiative and social welfare – religion, grammar and science imitation  Medicine and science materials – use
liberal education in its truest of laboratory and experimental method
sense. Higher level: Higher Education: in science teaching
 To cultivate religious  Algebra, geometry,  Lecture, observation and
commitment to Islamic beliefs; trigonometry, physics, experimentation
expertise in mathematics, chemistry, geography,
medicine and science. astronomy, anatomy,
pharmacy, medicine, surgery,
philology, history, literature,
logic, metaphysics and law

EDUCATION DURING THE RENAISSANCE & MODERN TIMES

Historical Group/ Period Aims/ Goals Content Methods of Instruction Contribution to Education
Protestant Reformation  Religious moralism and complete  Religion with Bible and other  Memorization  Accessible education for all people
obedience to the church religious materials  Religious Indoctrination  Creation of educational institutions and
 Physical education  Catechetical instruction in reformation of the old schools for
 Character education vernacular schools, translation and theological and socio-political reasons.
 Math, History, Science analysis of classical literature in  Development of state school system
humanist schools.  Use of vernacular language or
 Bible Translation Translation of texts/materials into
common language

Catholic Counter-Reformation  To develop an unquestioning  4 R’s:  Lesson adaptation to the children’s  Phonetic method of teaching, reading
obedience to the authority of the - Reading abilities, needs, and interests and groupings according to students’
church - wRiting  Phonetic Method ability
- aRithmetic  Review of the previous lesson  Convent Schools
 - Religion  Repetition for mastery - Realm of Professional education
 Advance study of classical  Memorization with Understanding - Graduate schools of Law and
literature  Use of textbooks Medicine
 Math and Logic
Formal Discipline  To train the mind through  Classical Languages  Formal – sensation, memory and  Emphasis on the process of learning
rigorous exercises in order to  Math reasoning and not on the things learned.
develop intellectual capacities  Physical (vigor of the body),  Drill method  Formal discipline as an educational
and to form specific habits. mental (cognitive ability), and  Laws of Habit formation process.
 To form character and good habit moral (good conduct)  Discipline – use of corporal  Habit formation
(mental, physical and moral) punishment
Rationalism  To enable man to think for  Philosophical/scientific  Sense-based and application of  Training of creative thinking and
themselves (Intellectual knowledge reason reasoning (logic)
freedom).  Ethics and morality  Critical analysis  Use of the inductive method in making
 Living a Life guided by reason.  Literature and Social generalizations
 Aristocracy of Intelligence Refinement
 Codes of Self-interest
 Science
Naturalistic Conception of  To develop the individual in Early Stage  Principles of teaching  Giving significance on the natural
Education accordance with the laws of  Sensory Training  Child as the center of the stages of child development in
human development. Education process: education.
 To preserve the natural Later Stage: Growth – needs, activity,  Principle of Growth
goodness of man  Science, Language, Math, experience and knowledge  Principle of Activity
Manual Work  Principle of Individualization
 Holistic education (physical,
moral, intellectual)

Nationalistic Conception of  To develop military preparedness  Social Studies  Practical

Education and aggressiveness for the  History  Sociological Imagination Development of patriotism
preservation and glorification of  Politics  Presentation of exemplars
the State.
 To instill a sense of national
identity and loyalty among
students.

REFERENCES:
Forman Christian College (2014). Historical Development of Education Presentation Transcript.
http://fcc-educ110.weebly.com/uploads/2/3/6/3/23636704/historical_foundations_of_education_presentation_transcript.pdf
https://www.slideshare.net/BonTayaben/the-medieval-education-43301968
https://www.slideshare.net/rheannelegaspi/my-report-on-educ-philosophy
https://www.slideshare.net/bgninja03/historical-foundations-of-education-61809770
Patriotism and Citizenship Education Edited by Bruce Haynes © 2009 Philosophy of Education Society of Australasia. ISBN: 978-1-405-19988-9 Front Matter - Patriotism and
Citizenship Education - Wiley Online Library