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THE ORIGIN OF EDUCATION
Reporters: Pofessor:
Rhea L. Tuliao Jasmin T. Gadian, PhD
Marie C. Celestial
I. Introduction:
The origin of education has been influenced by various
philosophical, scientific, and societal developments over time. One
significant influence came from religious beliefs, particularly the theory
of creation, which posits that the universe and life were created by a
divine being. In societies where creationist beliefs were dominant,
education was often focused on religious instruction, moral values, and
understanding one's place in God's design. This was evident in the
early forms of education in ancient civilizations, where religious texts
and rituals were central to learning. Education in the Middle Ages,
under the influence of Christianity, also centered around religious
teachings and the preservation of classical knowledge, with
monasteries and cathedral schools as primary centers of learning.
As scientific understanding progressed, the theory of evolution
introduced a shift in educational priorities, especially in the 19th and
20th centuries. Darwin’s theory, which suggested that species evolve
through natural selection, led to the expansion of scientific and secular
education. This theory influenced modern biology and prompted a
more evidence-based approach to teaching, marking a shift away from
purely religious frameworks. In ancient Rome, education was
formalized around rhetoric, grammar, and public life, with schools
focusing on preparing students for active participation in governance
and society. Roman education laid the groundwork for educational
systems in Europe, focusing on critical skills like public speaking and
law. During the medieval period, education became closely linked with
the Church, where the curriculum revolved around theology,
philosophy, and classical texts preserved by monastic scholars. This
structure remained largely unchanged until the educational
movements of the 20th century, which emphasized universal access to
education, modernized curricula, and the idea that education should
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foster critical thinking, creativity, and scientific inquiry. The 20th
century saw the development of public education systems globally,
with an emphasis on providing equal educational opportunities to all,
regardless of social class or background.
II. Body:
A. The Theory of Devine Creation
This theory of special creation is also known as the theory of
divine creation which was put forward by Father Suarez. The theory
has no scientific reason in it. It was widely accepted until the arrival of
Darwinism which is considered as the first systematic statement of
Evolutionism.
According to Father Suarez, life on Earth was created in just six days.
Since the beginning of time, the diversity of organisms has remained
constant. According to the theory of special creation, the diversity of
life forms will not change in the future (Smith and Szathmáry, 1999).
Early in the 20th century, the USA outlawed the teaching
of evolution because it was in direct opposition to the theory of special
creation, which was regarded as the revealed truth. The outcome was
the well-known Scopes Trial (also referred to as the Monkey Trial) of
1925, in which a high school instructor named John Scopes was
wrongfully found guilty for promoting evolutionism (Britannica, 2023).
Presumptions in the Theory of Special Creation
1. All life forms were created at the same time and are unrelated to
one another.
2. They were created in their current state, i.e. they have not
undergone any changes. There has been virtually no evolution.
3. Their bodies and organs are designed to meet the needs of the
environment completely, i.e. no adaptation.
Biblical Basis of Theory of Special Creation
The Book of Genesis provides the foundation for the theory of
divine creation. There, it is stated that God created the universe and all
living things in it in six days and then placed Adam and Eve in the
Garden of Eden.
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Different views in the theory of special creation
1. Young Earth creationism: No macroevolution and directly made
by God.
2. Gap creation: Directly made by God; macroevolution is not
present.
3. Progressive creation: Direct creation by God; There was
evolution, but there isn’t a single shared ancestor.
4. Intelligent design: This theory is pseudoscience. Active action is
occasionally necessary (Pennock, 2001).
5. Theistic evolution: It believed that evolution occurred
from primates.
Criticism of Theory of Special Creation/ Divine Creation
1. There is no scientific rationality in it.
2. It only had religious beliefs related to the theory.
3. Organisms were created by a transcendental or supernatural
power, which was impracticable to prove.
4. The concept of the special creation theory was not accepted by
all.
5. The age of fossils found were of different time frame which
demonstrates the evolution occurs at various epochal times.
Different accreditations in different religions related to theory
of special or divine creation
1. Hindu conception: It is believed that the entire world and its
organisms are created by Lord Brahma who is considered as the
creator in Hinduism.
2. Christian conception: God created the world and its organisms in six
days. All the organisms were created at once. The organisms which
were created exist till today.
3. Islamic conception: Islam has its own school of theistic evolutionism
which believes that the origin of the universe is supported by the
Quran.
4. Buddhism: They reject the concept of creation of the world by a
supreme entity.
B. The Theory of Evolution
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The Theory of Evolution by natural selection was first formulated
in Charles Darwin's book "On the Origin of Species" published in 1859.
In his book, Darwin describes how organisms evolve over generations
through the inheritance of physical or behavioral traits, as National
Geographic explains. The theory starts with the premise that within a
population, there is variation in traits, such as beak shape in one of
the Galapagos finches Darwin studied.
According to the theory, individuals with traits that enable them
to adapt to their environments will help them survive and have more
offspring, which will inherit those traits. Individuals with less adaptive
traits will less frequently survive to pass them on. Over time, the traits
that enable species to survive and reproduce will become more
frequent in the population and the population will change, or evolve,
according to BioMed Central. Through natural selection, Darwin
suggested, genetically diverse species could arise from a common
ancestor.
Darwin did not know the mechanism by which traits were passed
on, according to National Geographic. He did not know about genetics,
the mechanism by which genes encode for certain traits and those
traits are passed from one generation to the next. He also did not know
about genetic mutation, which is the source of natural variation. But
future research by geneticists provided the mechanism and additional
evidence for evolution by natural selection.
Darwin chose the term "natural selection" to be in contrast with
"artificial selection," in which animal breeders select for particular
traits that they deem desirable. In natural selection, it's the natural
environment, rather than a human being, that does the selecting.
Put simply, the theory of evolution by means of natural selection
can be described as "descent with modification," said Briana Pobiner,
an anthropologist and educator at the Smithsonian National Museum of
Natural History in Washington, D.C., who specializes in the study of
human origins. The theory is sometimes described as "survival of the
fittest," but that characterization can be misleading, Pobiner said.
Here, "fitness" refers not to an organism's strength or athleticism but
rather its ability to survive and reproduce.
Natural selection can alter a species in small ways, causing a
population to change color or size over the course of several
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generations, according to The Natural History Museum. When this
process happens over a relatively short period of time and in a species
or small group of organisms, scientists call it "microevolution."
Despite the wealth of evidence from the fossil record, genetics
and other fields of science, some people still question the theory of
evolution's validity. Some politicians and religious leaders denounce
the theory, invoking a higher being as a designer to explain the
complex world of living things, especially humans.
School boards debate whether the theory of evolution should be
taught alongside other ideas, such as intelligent design or creationism.
Mainstream scientists see no controversy. "A lot of people have
deep religious beliefs and also accept evolution," Pobiner said, adding,
"there can be real reconciliation."
Evolution is well supported by many examples of changes in
various species leading to the diversity of life seen today. "Natural
selection, or to put it another way — variation, heredity, and
differential fitness — is the core theory of modern biology," John
Lambshead explains. "It is to biology what, say quantum
mechanics and special relativity are to physics or the atomic model is
to chemistry."
C. Ancient Roman Education
Education in Rome, Stone Carving
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Education was seen as very important within Ancient Rome. Rich
people especially put a lot of faith into education and schooling. The
poor did not have the opportunity to receive a formal education though
they often still learnt to read and write. Children within rich families
were well schooled and taught by a private tutor or went out to school.
Schools equivalent to today were usually only for boys.
Learning in public schools was heavily disciplined, with caning for
the slightest mistake. This was to encourage the belief that boys would
learn more quickly and accurately if they were in constant fear of
making mistakes. For pupils who continually got things wrong, they
were held down by two slaves and beaten by the tutor with a leather
whip.
Wax Tablet
There were not many subject choices in Rome, so children
probably became bored quite quickly. The days were also much longer
than modern day schools, beginning from sunrise with a short lunch
break during the day, then arriving home by sunset. Lessons were
learned off by heart and without question - the children only needed to
know facts to escape beatings. Books were too expensive so lessons
were generally dictated to the class.
Ancient Rome had two types of schools - one for children up to
11 or 12 who learned reading, writing and basic mathematics using an
abacus. Older children would attend more advanced schools, studying
specific topics such as public speaking and writings of the great Roman
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intellects. Girls did not usually attend these schools as they were able
to get married from age 12, where boys waited until 14.
Girls were only allowed to learn reading and writing while boys
received lessons in honourability and physical training to prepare them
for a man’s role in society. Girls from rich families received a home
education to learn how to be a good wife and run a good household,
with tasks such as music, sewing and the running of a kitchen.
A school week was seven days instead of five, with no weekend.
However there were many school religious holidays, along with market
days which meant school closure, and even a summer holiday.
D. The Medieval Education
During the Middle Ages in Europe, education for children was
largely influenced by social status, the dominant role of the Church,
gender disparities, and the disruptive impact that the constant threat of
war and invasion posed.
Education was primarily accessible to the privileged elite, such as nobility
and wealthy landowners. The majority of the European population, who
were overwhelmingly peasants and serfs, had limited access to formal
education.
The Catholic Church played a significant role in education during this
period. Most schools were "ecclesiastical," meaning they were related to
the Catholic Church.
Monastic and cathedral schools were established by the Church to
train future clergy and monks. Education centered around religious
studies, reading and writing
Latin, and studying scripture.
The Church viewed education
as a means to maintain its
authority and perpetuate its
teachings.
These schools became
great sources for retaining and
spreading knowledge. Ancient
and recent writings were copied
by hand and stored in their
libraries.
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In school, students learned to read, write, and speak Latin fluently, as it
was essential for understanding religious texts and participating in
religious ceremonies. Religious education encompassed the
memorization and interpretation of Bible passages, the lives of saints,
and theological concepts. Students were taught moral and ethical values
based on Christian teachings. They learned about the sacraments, the
Ten Commandments, and the principles of Christian living.
Apart from religious instruction, students might receive basic
training in arithmetic, writing, and grammar. Arithmetic was primarily
taught for practical purposes such as basic calculations related to trade
and commerce. Writing skills were important for correspondence, record-
keeping, and producing religious texts. Grammar instruction focused on
the proper use of Latin, as it was the language of scholarly discourse.
There were no public schools and literacy rates among peasants
was very low. Those who had the privilege of getting an education usually
either learned at home with a tutor if they were not sent to
an ecclesiastical school.
Eventually, universities began to separate themselves from church
control. University of Bologna in the Kingdom of Italy dates to about
1180. The Universities of Oxford and Cambridge both began soon after in
England and the University of Salamanca was founded in Spain in 1218.
Whether it was an ecclesiastical school or private university,
generally only the wealthy had access to education, and then usually only
for boys. Girls were largely excluded from academic pursuits. However,
girls from noble families might receive education in subjects like music,
dance, and etiquette, preparing them for marriage and social
responsibilities.
The impact of wars and invasions hindered educational
opportunities. Frequent conflicts disrupted societal structures, leading to
the destruction of schools and the displacement of teachers and
students. The chaos and instability of war meant that education took a
backseat to survival and immediate needs.
Overall, education during the Middle Ages was limited, with the majority
of children lacking access to formal schooling. The focus was on religious
instruction and the perpetuation of social hierarchies. The few who
received education belonged to the upper echelons of society, ensuring
the preservation of power and influence. It was a time when education
was deeply intertwined with social status and religious doctrine, with
limited opportunities for the masses to gain knowledge and learning.
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E. The Renaissance Period and The Educational Movements
of the 20th Century
The Renaissance period, spanning from the 14th to the 17th
century, was a time of significant cultural, intellectual, and artistic
rebirth in Europe. It marked a revival of interest in the classical art,
philosophy, and literature of ancient Greece and Rome, influencing
many areas, including education. Humanism, a key intellectual
movement of the Renaissance, emphasized the value of the individual,
the importance of classical learning, and the development of critical
thinking. Education during the Renaissance began to focus more on
secular subjects, such as rhetoric, history, literature, and the arts,
alongside traditional religious studies. This shift helped lay the
foundation for modern education by emphasizing the importance of
well-rounded, human-centered education and the acquisition of
knowledge for its own sake, rather than solely for religious or
vocational purposes.
Educational Movements of the 20th Century:
The educational movements of the 20th century were deeply
influenced by social, political, and technological changes. Key
movements such as Progressive Education, led by figures like John
Dewey, emphasized active learning, critical thinking, and the need to
adapt education to the needs of a democratic society. This period also
saw the expansion of universal education, with increased access to
schooling for all children, regardless of class, gender, or background.
The rise of constructivist theories, such as those proposed by Jean
Piaget and Lev Vygotsky, shifted the focus of education toward
student-centered learning, where learners actively construct their own
knowledge through experience and interaction with their environment.
Additionally, the growth of global educational systems and the
incorporation of technology into the classroom in the latter half of the
century transformed teaching practices and the way education is
delivered worldwide.
F. Leading Psychologist whose Theories are still used today
III. Conclusion:
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References
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3. Gish, D. T. (1973). Creation, Evolution, and the Historical Evidence. The
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Education in the Middle Ages
