Foundation of-education-history

- Life was very simple
- Their means of livelihood were hunting and gathering
wild fruits and vegetables
- They lived in crude huts
- Organization was tribal and 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.

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
- other tribes which were hostile to them

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.

1. Vocational – like hunting, constructing a
hut
2. Religious ( animistic) – learning how to
participate in ritualistic practices to please
or appease the unseen spirits.

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.

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.

There was none. There was no
gradations in instruction; neither were
there organized classes.

1. All instruction was done informally- merely
enculturation of characteristics, skills, knowledge
and attitudes upon children.
2. Observation and imitation from parents
3. Simple telling and demonstration- this is lecture-
demonstration nowadays
4. Participation- children participated in the work of
their parents and they learned.

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.

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

- were commercial people
- their king called
patesi was their
temporal as well as
spiritual leader
- there system of
writing was
cuneiform

1. Training of scribes- trained to do
ecclesiastical work in temples mostly
writing.
2. Training of bookkeepers- to record their
multifarious business transactions
3. Training of teachers
4. Training the learners to be good and to do
good things especially to their god and to
humanity called namlulu.

1. Writing Education
2. Mathematical education- little arithmetic including
counting and operations of low digit numbers
3. Language education- little grammar, giving names to
many things
4. Vocational education- apprenticeship for the workers
5. Professional education- medicine and surgery, law,
astronomy and architecture
6. Art education- poetry, epics, essays, fables, music,
jewelry designing, sculpture and architecture.

1. Reading, writing, little arithmetic
2. Astronomy for predicting the planting and reaping
seasons, astrology, medicine and surgery.
3. Architecture, agriculture and hydraulics
4. Jewelry designing in gold, copper and silver,
sculpture, literary art
5. Vocational training includes carpentry, ship building
smithing
6. In law, some simple rules and regulations to be
obeyed

1. Home
2. School- consisted of six rooms with walls 8
to 9 feet high
3. Temple school- more elaborate. They had
big halls.
4. Apprentice schools- schools for highly
skilled craftsmen in beautiful artworks in
gold, silver and copper, sculpture,
architecture and in metal works.

-There was already organized classes
as far back as 3000B. C.
-There was higher education for the
professions and for those who could
afford it. Education was not
universal.

1. Imitation and copying what the
teacher had written and followed by
minimal explanation.
2. Preparation of tablets- the main
works of the learners that dealt with
their lessons

It was not clear whether the
students paid tuition fees or not but
most probably the students paid
certain amounts of fees thus
preventing the less privileged from
continuing their higher education.

Sumerian’ s outstanding
contribution to education and
especially to civilization was its
cuneiform writing.

- government was autocratic ruled by a king called
Pharaoh
- Egyptians were polytheistic
- They worshipped the sun god, Ra or Amon Ra
and Osiris who judge the dead; Horus, god of
day; Set, their Satan
- They were firm believers in life after death that’s
why they build many temples

1. Training of scribes
2. Religious- inculcate proper respect for the
gods and the pharaoh
3. Utilitarian- the father and mother wanted
to transfer their skills in his occupation
and her skills in keeping house.
4. Preservation of cultural patterns

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
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

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, cymbals, drum,
lyre, guitar, tambourine and clapping to rhythm.

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.

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

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.

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.

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

Their outstanding contribution to
education were probably geometrical
measurement and surveying. They were
the first to use these two mathematical
techniques.

- 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

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.

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

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

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

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.

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.
2. Memorization- The Vedas which were written mostly
in verse lent themselves to memorization. The
learning was slow.

It was a disgrace on the part of the teachers to
receive a fixed salary. The teacher 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.

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.

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.

1. Ideological and ethical ( moral) learning- gave stress
to the teachings of Confucius concerning
relationships, order, duty, and morality.
 Five fundamental relationship
- between sovereign and subject
- between father and child
- between husband and wife
- Between older brother and younger brother
- between older friend and younger one

 Doctrine of submission:
- subject to sovereign;
- son to father;
- wife to husband;
- younger brother to older brother;
- younger friend to older one
 Five cardinal virtues:
- benevolence or universal charity
- justice
- conformity to established usage
- prudence or rectitude of heart and mind
- fidelity or pure sincerity

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.

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.
4. Civic education- for those who would like to serve in
government
5. Military education- for defense and aggression purposes

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
- Li ki King or Book of Rights, an outline of social
etiquette
- The Hsiao King, or Book of Filial Piety

 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 Lao-
tse.

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,
any place. There was no national system of
education.

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
c. Final examination lasted 13 days- honors called Chin-
shih similar to doctoral degree
Those who failed became teachers in the elementary schools.

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.
G. FINANCING
The schools were supported by the tuition fees of the
pupils.

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.

A. AIMS OF EDUCATION
1. Moral- to develop faithful and obedient servants to God
(Yahweh), to assure harmony and glorious future for God’s
chosen people.
2. Preparation for destiny- instruct each succeeding generation to
perform its task faithfully
3. Holiness- to attain holiness before the eyes of the Lord
4. Observance of religion- to keep stylized observance of
institutionalized religion under the Torah and the Decalogue.
Torah- body of rules and regulations of religious
ceremonies, social relationships and domestic
customs
Decalogue- the Ten Commandments

1. Religious and civic education- it was integrated.
Education was spiritual and theocratic.
2. Democratic education- education is democratic and
universal. It was an obligation for one to get an
education.
3. Domestic education- for future women and wives to
be trained in housekeeping and preparation of food.
4. Vocational education- considered very essential
5. Human relation- how to treat relatives, strangers,
and slaves with respect was taught
6. Physical education- very little provision

1. History of the Hebrews and God’s relationship with
them.
2. The Jewish Law or Mosaic Law- consisted mainly of
Pentateuch( first 5 books of the Old Testament of the
Bible) and the Talmud.
3. Psalms and proverbs- important parts of the Old
Testament
4. Explanations of festivities- Passover, Shabuoth (
Pentecost), a harvest festival, and Tabernacles.
5. Music, sacred and common- they use lyre and harp
6. Reading and writing
7. Foreign languages

1. Home- parents were responsible for the education of their
children
2. Public school-Joshua ben Gamala: every town must have a
school. There must be 1 teacher for 25 pupils. More than 25
pupils but less than 40 required an assistant and more than 40
pupils, 2 teachers.
3. Temple- or synagogue where Torah and the Talmud were
expounded.
4. Institution for lay prophets- to study the historical and sacred
background of Judaism. Interpretation of the law, art of sacred
music and above all Jewish righteousness.
5. Schools or colleges for scribes- were organized in the homes of
scribes given an intensive, analytical study of the Torah and the
Talmud. They also studied charity, chastity, truthfulness,
prudence and temperance.

1. Between Exodus and the captivity, organization was
in terms of the family.
2. Formal elementary instruction has three levels:
a. Ages 6- 10-chief text was the Pentateuch
b. Ages 10-15- chief text was the Mishna, first part
of the Talmud
c. Over 15- chief text was the Gemara, second part
of the Talmud
3. Higher education- for lay prophets, rabbis and scribes

1. Compulsory- the boys were taught in the school and the girls
at home.
2. Oral- the spoken word was used for lack of writing materials
3. Memorization- pupils are required to memorize passages and
sentences learned. They used extensive mnemonic devices for
memorizing.
4. Audio- visual aids
5. Exposition- followed by questions
6. Temple worship- student is free to go to the temple any day of
worship but it was compulsory for all males to visit at least
three times
School day was long. It started early in the morning and
lasted into the evening with a short recess at noon. There was a
vacation only when there was a festival.

In elementary, there were some expenses. The
teachers were not paid regularly but they have other
means of livelihood and they were allowed to receive
gifts from the parents of their pupils.
H. OUTSTANDING CONTRIBUTION
1. Monotheism- the concept of one and only God
2. The Ten Commandments- the general guide to
ethical conduct
3. The Bible

1. Military- to make every citizen invincible in war,
possessing physical perfection and complete obedience
to the state.
2. Discipline- to develop conformity and obedience,
courage, strength, cunning, endurance and patriotic
efficiency. To produce an ideal Spartan citizen who was
capable of enduring hunger, thirst, torture and even
death.

1. Physical education- to make the Spartan strong
especially in combat;
2. Military education- all the skills in combat
3. Moral training- stealing was not a crime but if
caught, the thief was severely punished;
4. Very little intellectual training- just enough to
understand the laws of Lycurgus and some Homeric
writings
5. Music education- to arouse patriotism
6. Gymnastic education- for the girls to make them
strong to bear children.

1. Intensive gymnastics and paramilitary exercises
2. Practice in moral and social habits such as
controlling the appetite, modesty, obedience, and
respect and listening intently to elders
3. Reading and writing
4. Music with serious, moral and martial rhythm to
arouse patriotism
5. Speech- how to converse with elders
6. For girls, gymnastics

1. At birth, weak children were disposed of, abandoned, or
exposed to the elements.
2. At early age, children were taught habits of silence, obedience,
respect and reverence towards elders and bravery
3. At age 7- 18,the boys lived in a barracks- like educational
building
4. At the age 18-20, the boys undertook professional war training
5. At 20- 30, all took an oath of allegiance and dispersed to
military posts for war maneuvers
6. At 30, man was full- pledged citizen, obliged or compelled to
marry
7. The girls stayed at home but they were also organized into
packs to develop group spirit, courage and loyalty.

1. Training- education was training, not school
instruction
2. Participation- they learned by doing. There were no
books.
3. Testing- not for memory but for moral life and
endurance.
4. Discipline- there was corporal punishment for moral
delinquency and lack of alertness
5. Motivation- enhanced by rivalry, emulation of great
men and great deeds and fear of public disapproval

All financing was shouldered by the State.
G. OUTSTANDING CONTRIBUTION
The most that we can emulate from the Spartans is
military education as we now have in our schools and the
development of patriotism and discipline.

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

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

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

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.

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.

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.
G. FINANCING
It can be assumed that the pupils paid tuition fees.
Free development of all human capacities and the
Olympic Games.

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.
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.

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
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

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

1. Palaestra- where gymnastics, sports and games were
taught.
2. Didascaleum- school for literature.
3. Gymnasium- academic secondary school
4. Two schools for higher learning were developed after
the fifth century:
a. rhetorical schools- prepared young men for a
public career
b. philosophical school

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

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.

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

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.

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

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.
3. Religious ceremonies and usages- among the gods were:
Jupiter, the Roman guardian; Juno, Jupiter’s wife, the symbol of
Roman womanhood; Janus, the twin-faced, god of beginnings
and ends of activities; Saturn, god of agriculture; Minerva,
goddess of husbandmen; Mars, god of war; Vulcan, god of
forge and industry; Venus, goddess of love; Lares, spirit of
ancestor; Penates, household spirit; and Genius, spirit of the
father of the home.
4. Physical and military exercises
5. Domestic chores- taught by mothers to their daughter
6. Vocations- crafts and skills learned by males

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.

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 virilis
of manhood.
5. He then entered military camp.

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.
G. FINANCING
Learners did not pay any fees. But when they entered
the private schools they had to pay.

1. Oratorical- for capability improvement especially in public
speaking, perfection in public speaking and debate.
2. Civic- to train the students for public service.
B. TYPES OF EDUCATION
1. Speech training
2. Civic training
3. Literacy training
4. Vocational education

1. In elementary includes rudiments of reading,
writing, calculation and arithmetic.
2. In secondary school, grammar was the chief study
with literature, prose, poetry and language.
Geography, history, mythology and natural science
were also studied.
3. In higher school, rhethorics was the chief study with
declamation, extemporaneous speaking, and debate.
4. In the university, applied science and professions
such as law, medicine, architecture and mechanics
were in the curriculum.

1. School of litterator ( teacher of letters)- for
elementary level, attended by both boys and girls.
2. School of grammaticus ( teacher of grammar)- in
secondary level attended by boys only.
3. School of the rhetor ( teacher of rhetoric)- in the
higher level.
4. Athenaeum- in the university level developed as the
center of learning around the library.

1. At age 7- 10, boys and girls entered the litterator.
2. At age 10- 16, boys entered secondary level
3. At 16 or older, boys entered the school of the rhetor
for two to three years.
4. Those who hurdled the school of the rhetor went to
the Athenaeum for a professional course.

1. Memorization- used in elementary level. Class sessions
were from sunrise to sunset but no class was held during
summer and holidays were many. Writing and reading
were taught from dictation.
2. Drill and writing exercises- in secondary level. Intensive
drill on grammatical elements like parts of speech, syntax
and pronunciation. Practice in writing paragraphs,
themes, compositions and poetic expressions.
3. Public speaking practices- in third level. Public speaking
like declamations, eulogies, funeral orations,
exhortations and extemporaneous speaking.

- only the children of well- to- do families could attend
school
- classes were conducted in the homes of some pupils
or in some vacant public buildings.
- Emperor Trajan provided scholarships for poor
students
- Antonius Pius exempted teachers from paying taxes
and military service
- Marcus Aurelius ordered the establishment of a
salary scale for teachers
- Hadrian started paying pensions to retired teachers

1. Methods of organization, management and
administration
2. Organized body of civil law which became the basis
of the legal systems I many countries including the
Philippines
3. Among the Roman educational writers, Cicero,
Tacitus, and Quintilian stood out.

1. Relationship between God and man- to develop the
right relationship between God and man
2. Salvation- to save men from eternal damnation
3. Social relations based on love- Jesus wants to reform
society. He taught that instead of hatred, love should be
the basis of social relationship.

1. Religious- to restore the right relationship between
God and men for the salvation of mankind;
2. Ethical (moral) and social education- to remove all
injustice, greed, hatred and slavery.
3. Universal and democratic education- education is
open to all
C. CONTENT TO BE STUDIED
1. The word of God, principle of love, requisites for
salvation, faith and forgiveness.
2. The Sermon on the Mount ( Beatitudes)

Informal teaching- different places where there
were people to listen to Him
E. ORGANIZATION OF GRADE
LEVELS
There were no gradations but He encouraged the
education of children.

1. Lecture ( telling)- very intimate, simple, direct,
natural and conversational way.
2. Dialectic (question and answer)- free to ask
questions and Jesus answered for clarification
3. Aphorism- use of short expression or saying to point
out a general truth
4. Parable method- used parables to bring hone His
points
5. Figures of speech- like simile, metaphor, hyperbole

6. Teaching with authority
7. Miracles- as in healing the sick and technique to teach
His disciples
8. Concrete examples- such as sheep, camel, needle,
house, treasure and the like.
9. Motivation- used the elements of reward and
punishment
10. Modeling- Jesus lived what He taught.

Jesus was never paid for His teachings and He
never collected any fees from His hearers.
The outstanding contribution of Christ to humanity is
Christianity which established a social order quite different
from those of other faiths. The methods of teaching of
Jesus, too, have never been surpassed in their effectiveness.

1. Moral- moral regeneration of the
individual
2. Salvation- to spread the good news
of salvation for salvation is always
the end of all church activities,
educational or otherwise.

1. Moral training- to develop the moral virtues
2. Spiritual training- to develop faith in God and in Christ
and to develop spiritual virtues.
3. Music education- in connection with psalmony and
hymnology, the kind of music used in Church services.
1. Moral and spiritual values
2. Requisites for baptism
3. Church doctrines
4. Music in connection with church worship

1. Home- children were taught by their parents
2. Church- church itself became the chief educational
agency
3. Catechumenal school- for those preparing for
baptism
4. Catechetical school- attended by those who were
being prepared for church leadership
5. Cathedral school- for those training for priesthood or
clergy or those who wanted higher learning.

1. Children were first trained in their homes.
2. When they were able to understand, they attended
catechumenal school for four years;
3. Those preparing for church leadership attended the
catechetical school;
4. The highest step was the cathedral school for those preparing
for priesthood or clergy.
F. METHODS OF INSTRUCTION
1. Catechetical method- question and answer method
2. Memorization
3. Exposition and exhortation( preaching)

G. FINANCING
The students availed of free education but voluntary
contributions were solicited from the more affluent Church
members to defray the expenses of the church educational
program.
The outstanding contribution of early Christian
education is the conversion of more than one- half of the
world into Christianity with the highest ideals of
spirituality and morality.

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.

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.

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
2. Greek and Roman classical culture and literature

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.

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.

G. FINANCING
Pupils paid some fees and the state shouldered
some expenses.
We owe much to the Christian monasteries for
preserving and spreading learning and culture

1.Reasoned faith- to support the doctrines of the church
by rational argument
- to justify faith by reason, and to
substantiate theology by logic.
2. Intellectual discipline- to develop the ability to
formulate beliefs into logical systems and to defend
these against any other intellectual arguments.

1. Religious education- study of the church doctrines
2. Intellectual education- study of philosophical
systems
1. Theology consisting of the decrees of the church and the
works of the fathers
2. Religious philosophy- use mainly for argumentation.

1. Parish schools- for children who showed special
talents
2. Monastic and cathedral schools- trained men to
become leaders of the church as well as the state
3. Palace school- to train intelligent leaders.
4. University- it started as an association of teachers.

1. At age 14, a student entered university where he
mastered reading, writing and speaking Latin. Upon
completion, he earns the title of bachelor.
2. Student continue to study for 4- 7 years until he
could dispute or defend his thesis. If he could defend
his thesis he is license to teach.
3. After receiving his license to teach, he was already a
master and allowed to compete with other masters.

1. Lecture, repetition, disputation and examination- in
disputation, students were opposed against one
another.
2. The scholastic system or method- essentially an
argumentative method
3. The Aristotelian Logic- the form of argument was the
syllogism supplied by Aristotle

G. FINANCING
The students paid fees for the services of the
masters.
Most likely, the outstanding contribution of
scholasticism is the organization of the university and
the emphasis on intellectual training.

A. AIMS OF CHIVALRIC EDUCATION
1. Morality- inculcate in the minds of young nobles the virtues
of honor, honesty, courage, bravery, courtesy.
2. Responsibility- to assume their responsibilities. How to
manage their own estates, and how to deal with the lower
classes of people.
3. Horsemanship- training in horseback warfare, hunting and
tournaments.
4. Gallantry- how to deal gallantly with the ladies of the
nobility and protection of the weak
5. Religiosity- to be devoted to the service of God
6. Social graces- to train the young girls in the social graces and
manners fit for ladies of the nobility.

1. Reading, writing, and little literacy training
2. Social training- good manners, right conduct, and
social graces and social etiquette.
3. Military training- acquisition of professional military
skills and fighting in warfare.
4. Religious and moral training- participation in church
rites and ceremonies
5. Physical training

1. Reading, writing, literature
2. Religion, music, dancing especially for girls
3. Good manners, right conduct, social graces,
etiquette
4. Horse riding for warfare, hunting and tournaments
5. For girls, sewing, weaving, cooking and embroidery
6. Physical exercises
7. Seven Free Arts: jousting, falconing, swimming,
horsemanship, boxing, writing and singing verse,
and chess.

1. Home
2. The court, for the girls.
3. The castle, tournament fields, and the fields of
battle- school for boys
4. Troubadours, minnesingers and minstrels- they sang
about the noble deeds of heroes, beautiful ladies,
brilliant deeds of knights and lords, etc. Troubadours
propagated learning through their songs.

For the boys there were four stages:
1. From birth to 7 years old, stayed at home and taught by
his mother.
2. From 7 to 14 years old, he was sent to the castle to learn
etiquette rules, playing harp, taking part in religious
ceremonies, reading and writing.
3. From 14 to 21 years old, he became squire and learned
how to care for horses, the art of warfare, assisting his
master in war, hunting and tournaments
4. At 21, if he made the grade, he was inducted as a knight.

1. Observation, imitation and practice- training was
individual;
2. Apprenticeship- young noble was assigned to a lord
to learn all that were to be learned;
3. Motivation and discipline- by means of high social
ideals, social standards, and social approval.

G. FINANCING
The pupil did not pay any fees because he served
his master like a valet.
H. OUSTANDING CONTRIBUTION
The use of the vernacular as a tool of teaching and
the emphasis placed on the learning of social graces,
rules of etiquette, or good manners and right conduct.

A. AIMS OF GUILD EDUCATION
1. Preparation for commercial and industrial life
2. Vocational preparation- to take over their father’s
education
B. TYPES OF EDUCATION
1. Vocational education
2. Reading, writing and arithmetic education
3. Religious education

1. Reading and writing and arithmetic in the vernacular;
2. The kind of craft and commercial business to be learned;
3. Religious tenets and ceremonies
D. AGENCIES OF EDUCATION
1. The burgher school- for the children of the bourgeoisie or
middle class
2. The Chantry school- for the children of the wealthy
merchants
3. The guild school- for the children of the craftsmen

There were three stages in the development of a
craftsman:
1. Apprenticeship- at age 7, a boy was assigned to a
master craftsman as an apprentice. This lasted about
7 years.
2. Journeyman- the young worker traveled as a paid
worker and went to different master craftsmen.
3. Master craftsman- he could now put up a shop of his
own if he had enough capital and could now employ
apprentices and journeyman.

1. Observation, imitation and practice.
2. Dictation, memorization, catechetical method
3. Discipline
G. FINANCING
1. The burgher schools were controlled and supported
by cities
2. The chantry schools were supported by the wealthy
merchants
3. Apprenticeship was free.

1. Type of vocational training
2. Apprenticeship- very good device for manpower
development

Foundation of-education-history

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Foundation of-education-history

Ähnlich wie Foundation of-education-history (20)

Mehr von International advisers

Mehr von International advisers (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Foundation of-education-history