historical foundations of education (calderon)

Historical Foundations of Education

E.P. B.

Education for Conformity( Primitive Education)

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 gathering wild fruits and vegetables.

They lived in crude huts which were often blown down by typhoons


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 political.

Their head is usually the oldest or the wisest in the clan


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

Aims

Primitive or tribal education was not consciously conceived nor planned

The different aspects of education were only undertaken according to the needs of the people and the requirements of the situations.

Aims

1. Security and Survivala. Natural phenomenab. Fierce, wild and poisonous animalsc. Evil spiritsd. Hungere. other tribes which were hostile to

them

Aims

2 Conformity- the aim is for social approval but the main reason was for the interest of the whole group.

Preservation and transmission of traditions.

Types of Education

1. Vocational- skills in procuring basic necessities of life like hunting, constructing a hut, etc.

Religious( animistic )- participation in ritualistic practices to please or appease the unseen spirits roaming around

Content to be Studied

Ways of procuring necessities in life and of protecting life from dangers.

Superstitions (how to worship)

Agencies of Education

Home- in almost all cultures, home is the center of learning.

Environment- provided a very good place of learning.

Organization of Grades

There was none. There were no gradations of instructions

then, neither were there organized classes

Methods of Instruction

All instructions were done informally- Generally it was mere enculturation.

Observation and Imitation Simple Telling and

Demonstration participation

Financing

None

Outstanding Contribution to Education Today

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

Effects

Culture was continued and preserved for generations

Tribes were able to meet their needs and were able to survive

People adjusted and adapted to political and social life.

Implications to Today’s Practices

The teaching of Physical Education activities

The teaching of native dances and other ancient traditions as well as customs.

Oriental Education ( Education for The Preservation of Social

Stability)

Early Chinese Education

The prehistoric civilization of China date s back as early as five thousand years 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 based on the writings of Confucius (551-478 BC)

Aims of Education

Ideological and Ethical (moral) learning.

Education gave stress to the teachings of Confucius concerning, relationships, order, duty and morality.

Aims of Education

His five fundamental relationships were:

1. between sovereign and subject2. between father and child3. between husband and wife4. between older brother and younger

brother (brother and sister) and5. Between older friend and the

younger one

His Doctrine of submission are as follows:

Subject to sovereign, son to father, wife to husband, younger brother to older brother, younger friend to an 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.

Aims (cont.)

Cultural development- To maintain their cultural patterns and usage

Civil Service- To prepare students to take the state examinations to qualify for higher status in life and positions in the government.

Types of Education

Ideological and moral education Language Education Vocational and Domestic

Education Civic EducationMilitary education


The Classics1. The Shuh King or Book of History2. The Shih King or Book of Odes3. The Yi King or Book of Changes4. Li Ki King or Book of Rights5. The Hsiao King or Book of Filial

Piety

Content (cont.)

The Four Books1. The Tao Hsio or Great Learning2. The Ching Yung or Doctrine of the

Mean3. The Lun Yu or sayings of Confucius4. The Meng-Tze or sayings of Mencius


Home Private Schools House of teacher or rich pupil, a

deserted pagoda, any place


Elementary- The child started school at the age of seven . Training was exceedingly formalized and rigorous. School began at sunrise and ended about 5 in the afternoon with only one hour for luncheon. School sessions were held throughout the year

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 awarded honors called Hsiu Ts’ai, similar to the Bachelor of Arts degree. They are elected to ranks of nobility


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 awarded a degree equivalent to Master of Arts which was called Chu-jen. Those who passed climbed higher in the social scale.


The final examinations were given only in the capital of the empire and lasted for 13 days. Those who passed were given a degree Chin-shih, equivalent to a doctoral degree. Those who passed had a right to a public office at once and could even be members of the imperial cabinet.


Some of those who failed became teachers in the elementary schools.

China was the first country in the world to give civil service examination.


The Confucian Method- Teaching was not confined in the classroom. Outdoor teaching was prevalent.

Direct and exact Imitation- in writing many Chinese characters.

Memorization- Chinese characters in writings, the classics and the Four Books

Financing

Schools were supported by tuition fees of the pupils starting from the elementary.

Outstanding Contribution to Education

Administration of Civil Service Examination

SUMERIAN EDUCATION

Sumerian Education

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.

Presently this place is within Iraq The Sumerians are Indo-Europeans.

Sumerian Education

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.

Sumerian Education

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

consisting of wedge-shaped characters. The different position of wedges

conveyed ideas

AIMS Training of Scribes- ecclesiastical work

in the temples which was mostly writing.

Training of Bookkeepers- Since the Sumerians are commercial people, they needed bookkeepers to record their multifarious business transactions. Since the priests were also the business leaders, the scribes and the bookkeepers were mostly the same persons doing the recording.

AIMS

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.

TYPES OF EDUCATION

Writing education Mathematical education Language Education Vocational Education –

apprenticeship for the workers, most likely slaves.

Professional Education Art Education


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.)


Jewelry designing in gold, copper and silver, sculpture, literary art such as poetry, epics, fables, proverbs, music etc.

For vocational training, they have carpentry, ship building and smithing.

In law, simple rules and regulations to be obeyed were taught and followed by the people in their conduct of their daily life.


Home-manual and social standards School- Archeology discovered that

a school existed in Sumeria around 2000 B.C. It consisted of six rooms with walls 8-9 feet high.

Temple schools- where the scribes and the young priests studied.

Apprentice school-highly skilled craftsmen in beautiful art works.


There were already organized classes as far back as 3000 B.C.

There was higher education for the professions and for those who can afford it. The poor could not afford to go to schools. Hence, Education was not universal


Imitation and Copying- Students just copied and imitated what the teacher had written. This was followed by minimal explanation.

Preparation of Tablets- main work of learners was to prepare tablets that were used in their lessons.

- School Father(ummia)- pupil-son

Financing

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 continuing higher education.

Outstanding Contribution to Education

Sumeria’s outstanding contribution to education and especially to civilization was its cuneiform writing. This enabled people to preserve the early civilization’s origins besides being the medium of instruction and commercial language in the ancient world.

Early Egyptian Education


Egypt, the gift of Nile is situated in the northern part of African continent.

Ancient Egypt was a desert country watered only by the Nile river which flooded the country from Aug.-Oct. leaving behind a very rich black earth.


The government of Egypt was autocratic, ruled by a king called Pharaoh who had absolute 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 united country.


The name Pharaoh meant “great house” which referred either to the palace or to the duties 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


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 of day. Set or Seth was their Satan. The Egyptians are firm believers of life

after death hence, they built many temples.

AIMS

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 preparation for life after death.

AIMS

Vocational-professional education-they wanted to perpetuate skills that embellished their temples and other buildings and their wonderful achievements in engineering and architecture.

Military Education- This was only for the sons of the nobles.

AIMS

Education for public administration- for those who aspired for positions in the government bec. The pharaoh needed many assistants to implement his desires.

Priesthood education- This was for those who aspired to become priests.

AIMS

Home arts education- This was largely vocational and offered to women. The Egyptian woman was accorded higher regard than in other Eastern countries at that time. They could even inherit the throne.

AIMS

Reading, Writing and language education- The Egyptians used the hieroglyphics type of writing. These were pictures or signs that represented ideas. The hieroglyphics were great in number but later they were simplified into what was called hieratic (sacred) and later still into a form called demotic.

Content to be Studied Reading, writing and language Religious and secular literature Artistry in metals and lapidary. Mathematics especially geometry

and surveying Subjects in astronomy, engineering,

architecture, physics, medicine, embalming, dentistry, and law were taught in temple schools by the priests


Home temple Schools Military Schools Court Schools Vocational schools


The young studied at home, usually the mother as a teacher.

At age 5, the boys attended reading and writing schools under the priests if the parents could afford to pay the school fees.

at 17, the boys entered the schools that offered their vocations.


Apprenticeship Dictation, memorization, copying,

imitation, repetition Observation and participation

Financing

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

Outstanding contribution to Education

geometrical measurement and surveying.

Decline of Egyptian Progress

Causes of decline of Egyptian progress

1. the refusal of the priestly class to change the accepted rules and practices.

2. The old prevented the young from learning further because of apprenticeship

Decline of Egyptian Progress

3. The incapacity of the Egyptian mind to ascend from the practical and empirical to the scientific and universal.

4. Conceptual thinking, reasoning, creative imagination and intellectual curiosity were foreign to them.

5. They saw in knowledge only a means of practical advancement.

Early Hindu Education


India was occupied more than 4000 years ago by Indo-Europeans.

The humid climate, hard life, poverty, disease, and famine developed in the people a kind of religion characterized by mysticism and fatalism


But the doctrine of the karma made the people believe that there was a reward for 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.

Termination of life meant absorption into Brahma.


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 easily go down.

5 classes of Castes

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

5 classes of Castes

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 determined by the accident of birth.

- - This is so bec. India’s education was dominated by unique religious belief and the caste system.

Aims of Education

Intellectual Religious Cultural

1. Intellectual

To endeavor for excellent intellectual development through knowledge and contemplation of philosophical truth.

2. Religious

To prepare for the future life and to seek perfection to hasten absorption into the infinite and universal spirit.

3. Cultural

To preserve the caste system through the use of precedent, history and strict observance of customs and traditions

Types of Education

Religious Education Intellectual Education Vocational Education Domestic Education Military education


Literature for the BrahmansVedas are composed of collections of ancient religious wisdom. Veda means knowledge.

The Vedas

Rig Veda-Veda of Psalms and Verses Yajur Veda-Veda of the Sacred Formulas Sama Veda-Veda of Chants Atharva veda- Veda of Charms The Angas-volumes of Hindu scientific

and philosophical knowledge. The code of Manu- compilation of

ethics, customs and traditions.


In college or parishads, astronomy, history , grammar, law, medicine and Mathematics.

Contemporary arithmetical notation including the symbol “O’ originated in India. As early as 500 B.C., the Hindus developed an Algebra even superior to that of the Greeks and later disseminated by the Arabs.


Dancing associated with religion. Sports such as wrestling and

archery.Yoga was practiced.This involves many stylized exercises

in posture and breathing.


Linguistics, philosophy and theology for candidates for priesthood.

For military training, the use of the horse, elephant and the chariot in war.


HomeThe child was taught at home , usually

by the mother till the age of 5 OutdoorsThe classes were usually less than 15

pupils. Classes were held under large tress.

Monasteries were later organized for higher schooling.


The child was taught at home till the age of 5

At 5 the child attended higher schools. Children of Kshatriyas, Vaisyas and the Pariahs were not admitted to intellectual education.

The women were only given domestic education as their role was only housekeeping, serving their husbands and bearing children


ImitationIn language the teacher uttered the

words to be learned and the pupils imitated this is also the same in writing, and non-verbal learning.

MemorizationThe Vedas were usually memorized,

this tool of teaching was used extensively and intensively.

Financing

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

The teachers were called GURUS The teachers were remunerated by

means of gifts from parents of children.

The amount of gifts depended on the socio-economic status of the family.

Outstanding contribution to education

the decimal system of arithmetic notation particularly the use of the symbol “0”

Early Hebrew Education


Originally, the Hebrews were nomadic Semitic tribes, moving with their flocks from oasis to oasis in the Arabian desert.

They appeared about 4000 B.C. near Sumeria.


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


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 edge of the Mediterranean Sea.

At that time of Jacob and his son, Joseph, they were forced to live in Egypt because of the famine in Canaan.


Then under the leadership of Moses, they escaped the slavery from Egypt and languished for many years in the Sinai Desert, now Negev.

historical foundations of education (calderon)

Documents

early hebrew

early hindu

early egyptian

chinese characters

higher education

outstanding

school fees

sumerian educationu