Historical Foundations of Education

E.P. B.
Click to edit Master subtitle style
6/24/12

Education for Conformity ( Primitive Education)

u
u
u
Life among primitive or tribal people was very simple compared with the complex
life that people have today. Their means of livelihood were hunting and gatherin
g wild fruits and vegetables. They lived in crude huts which were often blown do
wn by typhoons
6/24/12

Education for Conformity ( Primitive Education)

u
u
u
u
6/24/12
They lived in a limited area and had few or no contacts at all with other people
. This made them prone to superstitions. Their organization was tribal and not p
olitical. Their head is usually the oldest or the wisest in the clan

Education for Conformity ( Primitive Education)

u
There was no reading or writing and information was transmitted through word of
mouth, songs, gestures, ceremonial rites and the like.
6/24/12

Aims
u
u
Primitive or tribal education was not consciously conceived nor planned The diff
erent aspects of education were only undertaken according to the needs of the pe
ople and the requirements of the situations.
6/24/12

Aims
u a. b. c. d. e.
1. Security and Survival Natural phenomena Fierce, wild and poisonous animals Ev
il spirits Hunger other tribes which were hostile to them
6/24/12

Aims
u
u
2 Conformity- the aim is for social approval but the main reason was for the int
erest of the whole group. Preservation and transmission of traditions.
6/24/12

Types of Education
u
u
1. Vocational- skills in procuring basic necessities of life like hunting, const
ructing a hut, etc. Religious( animistic )- participation in ritualistic practic
es to please or appease the unseen spirits roaming around
6/24/12

Content to be Studied
u
u
Ways of procuring necessities in life and of protecting life from dangers. Super
stitions (how to worship)
6/24/12

Agencies of Education
u
u
Home- in almost all cultures, home is the center of learning. Environment- provi
ded a very good place of learning.
6/24/12

Organization of Grades
u
There was none. There were no gradations of instructions then, neither were ther
e organized classes
6/24/12

Methods of Instruction
u
u u
u
All instructions were done informally- Generally it was mere enculturation. Obse
rvation and Imitation Simple Telling and Demonstration participation
6/24/12

Financing
u
None
6/24/12

Outstanding Contribution to Education Today

u
The primitive man started the rudiments of education from which evolved the mode
rn educational systems today.
6/24/12

Effects
u
u
u
Culture was continued and preserved for generations Tribes were able to meet the
ir needs and were able to survive People adjusted and adapted to political and s
ocial life.
6/24/12

Implications to Today
u u

s Practices

The teaching of Physical Education activities The teaching of native dances and
other ancient traditions as well as customs.
6/24/12

Oriental Education ( Education for The Preservation of Social Stability)

6/24/12

Early Chinese Education

u
u
u
The prehistoric civilization of China date s back as early as five thousand year
s B.C. or even earlier. But the historic period started only about 2000 BC when
the dynastic era began. The basic philosophy of early Chinese education was base
d on the writings of Confucius (551-478 BC)
6/24/12

Aims of Education
Ideological and Ethical (moral) learning. Education gave stress to the teachings
of Confucius concerning, relationships, order, duty and morality.
u
6/24/12

Aims of Education
His five fundamental relationships were: 1. between sovereign and subject 2. bet
ween father and child 3. between husband and wife 4. between older brother and y
ounger brother (brother and sister) and 5. Between older friend and the younger
one 6/24/12
u

His Doctrine of submission are as follows:

u
Subject to sovereign, son to father, wife to husband, younger brother to older b
rother, younger friend to an older one.
6/24/12

Five Cardinal Virtues

u u u u
u
benevolence or universal charity justice conformity to established usage prudenc
e or rectitude of heart and mind. fidelity or pure sincerity.
6/24/12

Aims (cont.)
u
u
Cultural development- To maintain their cultural patterns and usage Civil Servic
e- To prepare students to take the state examinations to qualify for higher stat
us in life and positions in the government.
6/24/12

Types of Education
u
u u
u u
Ideological and moral education Language Education Vocational and Domestic Educa
tion Civic Education Military education
6/24/12

Content to be Studied
u 1. 2. 3. 4. 5.
The Classics The Shuh King or Book of History The Shih King or Book of Odes The
Yi King or Book of Changes Li Ki King or Book of Rights The Hsiao King or Book o
f Filial Piety
6/24/12

Content (cont.)
u 1. 2.
3. 4.
The Four Books The Tao Hsio or Great Learning The Ching Yung or Doctrine of the
Mean The Lun Yu or sayings of Confucius The Meng-Tze or sayings of Mencius
6/24/12

Agencies of Education
u u u
Home Private Schools House of teacher or rich pupil, a deserted pagoda, any plac
e
6/24/12

Organization of Grades
u
Elementary- The child started school at the age of seven . Training was exceedin
gly formalized and rigorous. School began at sunrise and ended about 5 in the af
ternoon with only one hour for luncheon. School sessions were held throughout th
e year
6/24/12

Organization of Grades (cont.)

Higher Education- mainly preparation for taking government examinations. 1. The
lowest examinations were given in the countries and those who passed were awarde
d honors called Hsiu Ts ai, similar to the Bachelor of Arts degree. They are elected
to ranks of nobility
u
6/24/12

Organization of Grades (cont.)

2. The next examination was gives in the provinces. The examination consisted of
3 sessions and each session lasted for three days. Those who passed were awarde
d a degree equivalent to Master of Arts which was called Chu-jen. Those who pass
ed climbed higher in the social scale.
6/24/12

Organization of Grades (cont.)

u
The final examinations were given only in the capital of the empire and lasted f
or 13 days. Those who passed were given a degree Chinshih, equivalent to a docto
ral degree. Those who passed had a right to a public office at once and could ev
en be members of the imperial cabinet.
6/24/12

Organization of Grades (cont.)

u
u
Some of those who failed became teachers in the elementary schools. China was th
e first country in the world to give civil service examination.
6/24/12

Methods of Instruction
u
u
u
The Confucian Method- Teaching was not confined in the classroom. Outdoor teachi
ng was prevalent. Direct and exact Imitation- in writing many Chinese characters
. Memorization- Chinese characters in writings, the classics and the Four Books
6/24/12

Financing
u
Schools were supported by tuition fees of the pupils starting from the elementar
y.
6/24/12

Outstanding Contribution to Education

u
Administration of Civil Service Examination
6/24/12

SUMERIAN EDUCATION
6/24/12

Sumerian Education
u
u u
Sumeria is situated at the Plain of Shinar, adjacent to and containing the lower
basin of the Tigris and Euphrates rivers which flow into the Persian Gulf. Pres
ently this place is within Iraq The Sumerians are Indo-Europeans.
6/24/12

Sumerian Education
u
u
u
They settled first at the lower end of the rivers about 5000 B.C. At about 4000
B.C. the Sumerian settlers began the reclamation of the swamps around the mouths
of the rivers. The Sumerians particularly the priests are commercial people.
6/24/12

Sumerian Education
u
u u
u
Their king called patesi, was their temporal as well as their spiritual leader.
Their system of writing was cuneiform. They originated this form of writing cons
isting of wedge-shaped characters. The different position of wedges conveyed ide
as
6/24/12

AIMS
u
u
Training of Scribes- ecclesiastical work in the temples which was mostly writing
. Training of Bookkeepers- Since the Sumerians are commercial people, they neede
d bookkeepers to record their multifarious business transactions. Since the prie
sts were also the business leaders, the scribes and the bookkeepers were mostly
the same persons doing the recording.
6/24/12

AIMS
u
u
Training of Teachers- At about 3000 B.C. there were already teachers who needed
to be trained. Training of learners to be good- to train the learners to be good
and to do good things especially to their god and to humanity called namlulu.
6/24/12

TYPES OF EDUCATION
u u u u
u u
Writing education Mathematical education Language Education Vocational Education

apprenticeship for the workers, most likely slaves. Professional Education Art Ed
ucation
6/24/12

Content to be Studied
u
u
u
Reading, writing and a little arithmetic. Astronomy for predicting the planting
and reaping seasons, astrology, medicine and surgery. Architecture, agriculture,
and hydraulic (their irrigation canal systems were systematic.)
6/24/12

Content to be Studied
Jewelry designing in gold, copper and silver, sculpture, literary art such as po
etry, epics, fables, proverbs, music etc. u For vocational training, they have c
arpentry, ship building and smithing. u In law, simple rules and regulations to
be obeyed were taught and followed by the people in their conduct of their daily
life. 6/24/12
u

Agencies of Education
u u
u
u
6/24/12
Home-manual and social standards School- Archeology discovered that a school exi
sted in Sumeria around 2000 B.C. It consisted of six rooms with walls 8-9 feet h
igh. Temple schools- where the scribes and the young priests studied. Apprentice
school-highly skilled craftsmen in beautiful art works.

Organization of Grades
u
u
There were already organized classes as far back as 3000 B.C. There was higher e
ducation for the professions and for those who can afford it. The poor could not
afford to go to schools. Hence, Education was not universal
6/24/12

Methods of Instruction
u
u
6/24/12
Imitation and Copying- Students just copied and imitated what the teacher had wr
itten. This was followed by minimal explanation. Preparation of Tablets- main wo
rk of learners was to prepare tablets that were used in their lessons. School Fa
ther(ummia) pupil-son

Financing
u
It was not clear whether the students paid tuition fees or not by most probably
the students paid certain amounts of fees preventing the less privileged from co
ntinuing higher education.
6/24/12

Outstanding Contribution to Education

u
Sumeria s outstanding contribution to education and especially to civilization was i
ts cuneiform writing. This enabled people to preserve the early civilization s origi
ns besides being the medium of instruction and commercial language in the ancien
t world.
6/24/12

Early Egyptian Education

6/24/12

Early Egyptian Education

u
u
Egypt, the gift of Nile is situated in the northern part of African continent. A
ncient Egypt was a desert country watered only by the Nile river which flooded t
he country from Aug.-Oct. leaving behind a very rich black earth.
6/24/12

Early Egyptian Education

u
u
The government of Egypt was autocratic, ruled by a king called Pharaoh who had a
bsolute power. The kingdom started 3400 B.C. when under the leadership of Menes,
the first Pharaoh, Mephis in the north and Thebes in the south Egypt became a u
nited country.
6/24/12

Early Egyptian Education

u
u
u
The name Pharaoh meant great house
which referred either to the palace or to the dutie
s of the king. The land was owned by the Pharaoh who divided it among his nobles
and the priests who owned land portions of the land for religious purposes. The
common people tilled the land and gave large portions of their produce to their
overlords, nobles, priests 6/24/12

Early Egyptian Education

u
u u
u u u
The Egyptians are polytheistic. They worshipped the sun god, Ra Amon Osiris his
female counterpart, the good god, who judged the dead Their son Horus, was god o
f day. Set or Seth was their Satan. The Egyptians are firm believers of life aft
er death hence, they built many temples.
6/24/12

AIMS
u
Religious Education
This was predominant as the priests wanted to inculcate in the
minds of the learners proper respect for the gods, moral conduct, and a prepara
tion for life after death.
6/24/12

AIMS
u
u
Vocational-professional educationthey wanted to perpetuate skills that embellish
ed their temples and other buildings and their wonderful achievements in enginee
ring and architecture. Military Education- This was only for the sons of the nob
les.
6/24/12

AIMS
Education for public administration- for those who aspired for positions in the
government bec. The pharaoh needed many assistants to implement his desires. u P
riesthood education- This was for those who aspired to become priests. 6/24/12
u

AIMS
u
Home arts education- This was largely vocational and offered to women. The Egypt
ian woman was accorded higher regard than in other Eastern countries at that tim
e. They could even inherit the throne.
6/24/12

AIMS
u
Reading, Writing and language education- The Egyptians used the hieroglyphics ty
pe of writing. These were pictures or signs that represented ideas. The hierogly
phics were great in number but later they were simplified into what was called h
ieratic (sacred) and later still into a form called demotic.
6/24/12

u u u u
u
6/24/12
Reading, writing and language Religious and secular literature Artistry in metal
s and lapidary. Mathematics especially geometry and surveying Subjects in astron
omy, engineering, architecture, physics, medicine, embalming, dentistry, and law
were taught in temple schools by the priests
Content to be Studied

Agencies of Education
u u u u u
Home temple Schools Military Schools Court Schools Vocational schools
6/24/12

Organization of Grades
u
u
u
The young studied at home, usually the mother as a teacher. At age 5, the boys a
ttended reading and writing schools under the priests if the parents could affor
d to pay the school fees. at 17, the boys entered the schools that offered their
vocations.
6/24/12

Methods of Instruction
u u
u
Apprenticeship Dictation, memorization, copying, imitation, repetition Observati
on and participation
6/24/12

Financing
u
The pupils and students had to pay certain amount of school fees even in the low
er schools. Hence, education was not universal.
6/24/12

Outstanding contribution to Education

u
geometrical measurement and surveying.
6/24/12

Decline of Egyptian Progress

Causes of decline of Egyptian progress 1. the refusal of the priestly class to c
hange the accepted rules and practices. 2. The old prevented the young from lear
ning further because of apprenticeship
u
6/24/12

Decline of Egyptian Progress

3. The incapacity of the Egyptian mind to ascend from the practical and empirica
l to the scientific and universal. 4. Conceptual thinking, reasoning, creative i
magination and intellectual curiosity were foreign to them. 5. They saw in knowl
edge only a means of practical advancement.
6/24/12

Early Hindu Education

6/24/12

Early Hindu Education

u
u
India was occupied more than 4000 years ago by IndoEuropeans. The humid climate,
hard life, poverty, disease, and famine developed in the people a kind of relig
ion characterized by mysticism and fatalism
6/24/12

Early Hindu Education

u
u
u
But the doctrine of the karma made the people believe that there was a reward fo
r good deeds and a punishment for evil ones. The chief religion was Brahmanism,
also called Hinduism, and Brahma, the world spirit, was the ultimate reality. Te
rmination of life meant absorption into Brahma.
6/24/12

Early Hindu Education

u
u
India developed a rigid social system which divided the people into a hierarchy
of 5 classes called castes. No one could go to a higher caste but he could easil
y go down.
6/24/12

5 classes of Castes
u
u
u
Brahmans- the top caste to which belonged the priests, teachers and intellectual
rulers. Kshatriyas- the military caste to which belonged soldiers and warlords.
Vaisyas- the mercantile and agricultural class to which belonged the artisans,
shop and store keepers and money handlers
6/24/12

5 classes of Castes
u
u
Sudras- the laboring class to which belonged menial workers. Pariahs- the lowest
class to which belonged the so-called untouchables.
Since one was born into a caste, his life and educational opportunities were det
ermined by the accident of birth. - - This is so bec. India s education was dominate
d by unique religious belief and the caste system. 6/24/12
-

Aims of Education
u u u
Intellectual Religious Cultural
6/24/12

1. Intellectual
u
To endeavor for excellent intellectual development through knowledge and contemp
lation of philosophical truth.
6/24/12

2. Religious
u
To prepare for the future life and to seek perfection to hasten absorption into
the infinite and universal spirit.
6/24/12

3. Cultural
u
To preserve the caste system through the use of precedent, history and strict ob
servance of customs and traditions
6/24/12

Types of Education
u u u u u
Religious Education Intellectual Education Vocational Education Domestic Educati
on Military education
6/24/12

Content to be Studied
u
Literature for the Brahmans Vedas are composed of collections of ancient religio
us wisdom. Veda means knowledge.
6/24/12

The Vedas
u
u u u u
u
Rig Veda-Veda of Psalms and Verses Yajur Veda-Veda of the Sacred Formulas Sama V
eda-Veda of Chants Atharva veda- Veda of Charms The Angas-volumes of Hindu scien
tific and philosophical knowledge. The code of Manu- compilation of ethics, cust
oms and traditions.
6/24/12

Content to be Studied
In college or parishads, astronomy, history , grammar, law, medicine and Mathema
tics. Contemporary arithmetical notation including the symbol O
originated in India. A
s early as 500 B.C., the Hindus developed an Algebra even superior to that of th
e Greeks and later disseminated by the Arabs.
u
6/24/12

Content to be Studied
Dancing associated with religion. u Sports such as wrestling and archery. Yoga w
as practiced. This involves many stylized exercises in posture and breathing.
u
6/24/12

Content to be Studied
u
Linguistics, philosophy and theology for candidates for priesthood. For military
training, the use of the horse, elephant and the chariot in war.
u
6/24/12

Agencies of Education
Home The child was taught at home , usually by the mother till the age of 5 u Ou
tdoors The classes were usually less than 15 pupils. Classes were held under lar
ge tress. u Monasteries were later organized for higher schooling. 6/24/12
u

Organization of Grades
The child was taught at home till the age of 5 u At 5 the child attended higher
schools. Children of Kshatriyas, Vaisyas and the Pariahs were not admitted to in
tellectual education. u The women were only given domestic education as their ro
le was only housekeeping, serving their husbands and bearing children 6/24/12
u

Methods of Instruction
Imitation In language the teacher uttered the words to be learned and the pupils
imitated this is also the same in writing, and non-verbal learning. u Memorizat
ion The Vedas were usually memorized, this tool of teaching was used extensively
and intensively.
u
6/24/12

Financing
u
u u
u
6/24/12
It was a disgrace on the part of the teacher to receive a fixed salary. The teac
hers were called GURUS The teachers were remunerated by means of gifts from pare
nts of children. The amount of gifts depended on the socio-economic status of th
e family.

Outstanding contribution to education

u
the decimal system of arithmetic notation particularly the use of the symbol
6/24/12

Early Hebrew Education

6/24/12

Early Hebrew Education

u
u
Originally, the Hebrews were nomadic Semitic tribes, moving with their flocks fr
om oasis to oasis in the Arabian desert. They appeared about 4000 B.C. near Sume
ria.
6/24/12

Early Hebrew Education

u
They tried to enter their goal, the fertile Crescent which extended from the Per
sian gulf to the Mediterranean Sea, envisaged as Eden, Paradise or Promised land
, but they were repulsed by the Sumerians and the Chaldeans.
6/24/12

Early Hebrew Education

They first dwelt near Shinar (Sumeria). At the time of Abraham, they lived in Ur
, the Harran in the Crescent in 2000 B. C. And later entered Canaan near the edg
e of the Mediterranean Sea. u At that time of Jacob and his son, Joseph, they we
re forced to live in Egypt because of the famine in Canaan. 6/24/12
u

Early Hebrew Education

u
Then under the leadership of Moses, they escaped the slavery from Egypt and lang
uished for many years in the Sinai Desert, now Negev.
6/24/12