This is the historical foundation of education from SUMERIAN to the trends of the 21st Century Education. I never claim anything from this especially the information provided. It comes from various sources and references but I only gather the most important. I hope you learn and gain something. God bless!

1. HISTORICAL
FOUNDATION OF
EDUCATIONPrepared by:
Lexz P. Liberato, LPT
MAE-Social Sciences

2. BRAIN FREEZE:
1. The major proponent of formal
discipline. JOHN LOCKE
2. It aims to achieve full obedience to
the Church. Counter-
Reformation
3. It defines as reality lies through
concepts, forces and laws of nature.SENSE REALISM

3. BRAIN FREEZE:
4. These are the 4C’s of the 21st
Century Education.
Communication, Critical
Thinking, Creativity &
Collaborative
5. Provide at least five trends in the
21st Century Education

4. OUTLINE OF THE DISCUSSION
I. Historical Foundation of Education
A. Ancient Foundation of
Education
a. Sumerian Education
b. Egyptian Education
c. Chinese Education
d. Indian Education
e. Greek Education

5. OUTLINE OF THE DISCUSSION
I. Historical Foundation of Education
B. 14th Century to 18th Century
a. Humanism (Renaissance)
b. Age of Reformation
c. Educational Realism
d. Formal Discipline
e. Rationalism
C. Trends in 20th Century Education
D. Trends in 21st Century Education

6. OBJECTIVES:
1. Recall the different historical
foundation of education from Greek
period to the 21st Century Education;
2. Determine the aim, subjects/contents,
methods and contributions of each
historical foundation of education;

7. OBJECTIVES:
3. Appreciate the contributions as well as
the progress of the historical aspects of
foundation of education through citing its
advantages in teaching-learning process;
and
4. Make a role playing that shows the
negative side of a selected historical
foundation use in classroom.

8. ANCIENT
FOUNDATION OF
EDUCATIONSumerian
EducationEgyptian
EducationChinese
EducationIndian Education
Greek Education
Romans
Education

9. SUMERIAN EDUCATION
Aim: Training of
scribes
Content: Architecture,
agriculture, and
hydraulics
Method: Imitation and
preparing tablets
Legacy: Cuneiform

10. EGYPTIAN EDUCATION
Aim: Preservation of
cultural patterns
Content: Embalming,
engineering,
mathematics
Method: Apprenticeship,
repetition and
observationLegacy: Geometrical
measurement and
surveying

11. CHINESE EDUCATION Aim: Ethical learning
and cultural
development
Content: Maxims of
moral and political
nature
Method: Imitation and
Confucian Method
Legacy: Civil Service
Exam and rituals

12. INDIAN EDUCATION
Aim: Intellectual,
religious and cultural
Content: Vedas and
other religious texts
Method: Imitation and
memorization
Legacy: Decimal
system

13. EARLY GREEK EDUCATION
(1600 B.C. – 300 B.C.)
SPARTAN EDUCATION
EARLY ATHENIAN EDUCATION
LATER ATHENIAN EDUCATION

14. SPARTAN EDUCATION
Aim:
Military and
Discipline
Contents:
military
exercises, moral and
social habits and
Methods:
Competition &
participation
Legacy:
Patriotism,
discipline & military

15. Organization of Grade Levels
At birth,
weak
children were
abandoned.
At early age,
children were
taught of
moral
education.
At 7-18,
Boys lived in
barracks
under
PAIDONOMUS
.
At 18-20,
they took
professional
war training.
At 20-30,
all took an
oath of
allegiance to
At 30,
a full-pledged
citizen
obliged to

16. EARLY ATHENIAN EDUCATION
Aim:
Good citizenship,
individual excellence
and development
Contents:
Reading, Music,
Gymnastic, Writing,
Poems and Arithmetic
Methods:
Human Relation &
Discipline
Legacy:
Olympics games

17. Organization of Grade Levels
From birth to
7,
children
were taught
at home.
From 7-16,
boys went to
schools:
Didascaleum
and Palestra
At 16-18, boys
taught of
literacy and
music studies
At 18,
they took the
EPHEBIC
OATH.
At 20, boys
attained full
citizenship.

18. LATER ATHENIAN EDUCATION
Aim:
Socrates – critical
thinking
Plato – intellectual
ruler
Aristotle – rational
living
Sophists – pragmatic
Contents:
Methods:
Lecture, Q & A
Legacy: Socratic
method, realm of

19. ROMAN EDUCATION
(750 B.C. – 450 A.D.)
EARLY ROMAN EDUCATION
LATER ROMAN EDUCATION

20. EARLY ROMAN EDUCATION
Aim:
Utilitarian,
military, civic and
moral
Contents:
Laws, physical
and military
exercises, and
Method:
Memorization, grammar
and intensive drill of
speech
Legacy:
Organized body of law

21. LATER ROMAN EDUCATION
Aim:
Oration,
management, civic
Contents:
Applied science,
history, natural
sciences, reading,
writing and
Method:
Memorization and public
speaking
Legacy:
Methods of
organization,
administration and

22. HUMANISM (RENAISSANCE)
(1350 A.D. – 1500 A.D.)
NORTHERN HUMANISM
ITALIAN HUMANISM

23. ITALIAN HUMANISM
Aim:
Liberal education and
academic freedom
Contents:
Greeks and Romans
Classics, appreciation of
nature and man, varied
human interests
Method:
Writing themes, self-
expression and lecture
Legacy:
Foundation of academic
freedom and classical study

24. NORTHERN HUMANISM
Aim:
Social, religious,
literacy, literary and
democracy
Contents:
Biblical and classical
literatureMethod:
Individualized instruction
and double translation
Legacy:
Social purpose of
education
(norms & characters)

25. AGE OF REFORMATION
PROTESTANT REFORMATION
CATHOLIC COUNTER
REFORMATION

26. PROTESTANT REFORMATION
Aim:
Religious, moral, elegant
expression and rational
inquiry
Contents:
Bible with other
texts, music education
and physical education
Method:
vernacular school, religious
indoctrination, excessive
formalismLegacy:
State-school system and
class-year plan

27. CATHOLIC COUNTER
REFORMATION
Aim:
Religious moralism and
complete obedience to the
Church
Contents:
4R’s (reading, writing,
arithmetic and religion) and
advance study of classical
Method:
Use of textbooks,
memorization with
understandingLegacy:
Recitation, students’
graded according to their

28. EDUCATIONAL REALISM
VERBAL REALISM
SOCIAL REALISM
SENSE REALISM

29. VERBAL REALISM
Aim:
Holistic development,
complete knowledge and
understanding
Contents:
Literary works, practical
education and encyclopedia
Method:
Tutorial, reading
thoroughly and widely;
incidental method
Legacy:
Practical knowledge and
practical education

30. SOCIAL REALISM
Aim:
Pragmatic/utilitarian,
decision making and social
relations
Contents:
History, philosophy,
practical and social
education
Method:
Tutorial system,
observation, social
contact, group work
Legacy:
Finishing school and social

31. SENSE REALISM
Aim:
Scientific, intellectual,
religious and practical
Contents:
Liberal education and
scientific training/
investigation
Method:
Observation, scientific
method, organization of
grade levels and
administrative school
organization
Legacy:
science & laboratory

32. FORMAL DISCIPLINE
Aim:
Train the mind through
rigorous exercises;
formation of good habit
and character
Contents:
Classical Languages,
physical, mental and
moral
Proponent:
John Locke
Method:
Drill method, memory,
reasoning and drill
method
Legacy:
corporal
punishment and drill

33. RATIONALISM
Aim:
To enable the man to
think for themselves
Contents:
Philosophical/scientifi
c knowledge, ethics and
morality, mathematics
Method:
Critical analysis,
debate, application of
reason and use of
inductive method
Legacy:
logic, creativity
and use of inductive
method

34. Evolution in 20th
Century
Education

35. PROGRESSIVE EDUCATION
 A pedagogical movement
by John Dewey that values
experience over learning
facts. It focuses on the needs and
interests of the student to
connect in real-life
situations.

36. MULTIPLE INTELLIGENCES
 This promotes the eight
intelligences according to
Howard Gardner that must
be given equal attention
among students. It claims to use wide variety
of methods and teaching in
the class.

37. SOCIAL RECONTRUCTIONISM
 It emphasizes of social
problems and aims to create
a better society and social
reform. Social change and societal
dev’t

38. VOCATIONAL EDUCATION
 It prepares students to
work as technician in
trade or craft.
 It provides necessary
knowledge and skills for
employment in line
equitable quality
education.

39. ADULT EDUCATION
 It is a practice of learning
adults engage in traditional
schooling to encompass
basic literacy.
 It provides second chances
to achieve social justice and
equal access to education.

40. PUBLIC EDUCATION
 It aims to educate students
in order to be productive
members of the society.
 It provides to fulfill the
diverse potentials and
holistic personality of a
person.

41. CORRESPONDENCE EDUCATION
 A method of education for
nonresident that receives
lessons and exercises by
mail or electronic
transmissions.

42. Trends of 21st
Century
Education

43. 1. LEARNING AND
INNOVATION SKILLS
2. INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
3. LIFE AND CAREER SKILLS
4. GLOBAL AND CIVIC SKILLS

44. STUDENT-CENTERED LEARNING
1. Enhances thinking skills.
2. Develops communications
skills and social skills.
3. Helps students transfer
skills into real-life situations.
4. Promotes intrinsic
motivation to learn.

45. USAGE OF PERFORMANCE TASK
1. Enables students to work
independently and
cooperatively.2. Prepares students ready to
work with knowledge and
skills.3. Presents novel and
authentic task
4. Open-ended with
established criteria and

46. UTILIZATION OF TECHNOLOGY IN CLASSROOM
1. Develops students’ digital skills.
2. Helps students to stay engaged
in the class.
3. Transforms learning experiences
and opportunities that students
can access.4. Improves their decision making
skills and taking ownership of
property.

48. APPLICATION OF APPS AND GAMIFICATION
1. Engages student’s
interests.
2. Provides variety of
teaching students to learn
and to think.3. Gives practical and true-
to-life experiences

50. PROMOTION OF DISTANCE LEARNING
1. Sets to your own pace of
study.
2. Gains degree from any
part of the world.
3. Updates skills and
enhance the potentials.
4. Accesses learning and
flexible to your schedule.

52. OBJECTIVES:
1. Recall the different historical
foundation of education from Greek
period to the 21st Century Education;
2. Determine the aim, subjects/contents,
methods and contributions of each
historical foundation of education;

53. OBJECTIVES:
3. Appreciate the contributions as well as
the progress of the historical aspects of
foundation of education through citing its
advantages in teaching-learning process;
and
4. Make a role playing that shows the
negative side of a selected historical
foundation use in classroom.