Submitted to: Ms.

Helen delos Santos

Submitted by: Maricar Flores 7-10
Historical
Event
Key Ideas
Advocated
What was/were
taught? (content)
How taught
(method)
Why taught (aims) Who taught
(agencies)
I. Primitive: Education for
Conformity
Vocational and
Domestic rainin!
"eli!ious
#animistic$
%nformal
Enculturation
&bser'ation and
%mitation
Sim(le tellin! and
Demonstration
)artici(ation -
c*ildren
o sur'i'e
o conform
)reser'ation and
transmission of
traditions.
Home
En'ironment
Chinese Education for Social
Stability
%deolo!ical and
moral education
+an!ua!e
education
Vocational and
domestic education
Ci'ic education
Military education
*e Confucian
met*od
Direct and e,act
imitation
Memori-ation
%deolo!ical and
et*ical or moral
learnin!.
Cultural
De'elo(ment
Ci'il ser'ice
Home
)a!oda
em(le
.nder trees
Co'ered s*eds
Indian Education for Social
Stability
+iterature for t*e
/ra*mans
- "i! Veda
- 0a1ur Veda
- Sama Veda
- 2ta*r'a Veda
- *e 2n!as
- *e code of
Manu
Dancin!
S(orts
+in!uistics3
)*iloso(*y and
*eolo!y
For Military
rainin!
2stronomy3
History3 4rammar3
+a53 Medicine and
Mat*ematics
Memori-ation of
te,t
Direct imitation
D*arma
2rt*a
6ama
Mo7s*a
Home
.nder rees
Co'ered S*eds
Others:
Sumerian
Education for
/usiness
De'elo(ment
Mat*ematics
8ritin!
#cuneiform$
+an!ua!e
Vocational
Education
)rofessional
Education
2rt Education
%mitation and
Co(yin!
)re(aration of
ablets
o train t*e
scribes to do
ecclesiastical
5or7 in t*e
tem(les t*at 5as
mostly 5ritin!.
Sc*ools
Home
em(le sc*ools
2((rentice
sc*ools
Egyptian Education for )ublic
2dministration
"eli!ious
Vocational-
)rofessional
Military
Education for
)ublic
2dministration
)riest*ood
Education
Home arts
8ritin!3 "eadin!
and +an!ua!e
2((rentices*i(
Dictation3
Memori-ation3
Co(yin!3
%mitation3
re(etition
&bser'ation and
)artici(ation
o train t*e
scribes
"eli!ion
.tilitarian
)reser'ation of
cultural (atterns
Home
em(le Sc*ools
Military Sc*ools
Vocational
Sc*ools
Court Sc*ool
Spartan S(artan education
5as desi!ned to
ma7e S(artans a
!ood citi-en. *ey
are re9uired to be
stron! and *ardy3
(*ysically :t terse of
s(eec*3 austere and
full of 'alor
Military e,ercises
and (ractices
essential to ser'e
t*e state.
rainin!
)artici(atin!
estin!
Disci(line
Moti'ation
Military and
disci(line
Military sc*ool
Athenian Family )rero!ati'e
rainin! 5as
(*ysical and t*e
(rimary concern
5as to de'elo( a
5ell-rounded
(ersonality and an
ideal (*ysi9ue.
Ci'ic rainin!
Moral rainin!
)*ysical education
%ntellectual
education
2rt3 Music3 (oetry
and dancin!
Boys:
Su(er'ised by
)aida!o!us
4ained
7no5led!e of t*e
country;s la5s
and customs.
*ey attended t*e
t*eatres and
courts.
)artici(ates in
4ood citi-ens*i(
%ndi'idual
e,cellence
Many sided-
de'elo(ement
reli!ious rituals
4irls:
"ecei'e trainin!
from t*eir
mot*ers
concernin!
domestic issues
and ot*er
*ouse*old
matters
Romans .tilitarian conce(t
and (ractical
a((lication of
learned t*eories
Military rainin!
+itterator <
readin!3 5ritin!3
arit*metic
Direct %mitation
Memori-ation
Disci(line
.tilitarian
)ractical trainin!
for military life
Moral3 "eli!ious
and )olitical
4rammaticus
"*etorical
sc*ools
Homes3 s*o(s
and farms
Military cam(
Jewish Education for
disci(line and
Conce(t of Humanity
Monot*eism
*e ten
commandments
/ible
Com(ulsory
&ral and
memori-ation
E,(osition and
tem(le 5ors*i(
Et*ical and
reli!ious
/oys are tau!*t in
sc*ool and !irls at
*ome
II. Medieval
Education
Early Christians Education as a
disci(line
S(iritual and Moral
rainin!
Memori-ation and
dictation
Moral
re!eneration=refor
mation and
sal'ation of
indi'iduals
C*urc* and
cat*edrals
Monasticism Se(aration of self
from ordinary 5ays
of li'in! to follo5
t*e teac*in!s of
reli!ion as
com(letely as
(ossible
ri'ium:
- 4rammar3
Dialectic and
r*etoric
>uadri'ium:
- 4eometry3
2rit*metic3
Music and
2stronomy
- Cat*ec*etical
Met*od
- Dictation and
Memori-ation
- +an!ua!e
- Disci(line
- Meditation and
contem(lation=
t*ou!*tful
S(iritual
Moral
S(iritual
6no5led!e
Virtue
Monasteries and
monastic sc*ools
re?ection
Scholasticism erm !i'en to t*e
ty(e of intellectual
life3 t*at (re'ailed
from t*e 11
t*
to t*e
1@
t*
century
Dis(uted >uestion
Dis(uted 9uestion
on trut*
Summae
- 2r!umentati'e
met*od
- +ecture3
re(etition3
dis(utation and
e,amination
- 2ristotelian +o!ic
- )roblem met*od
%ntellectual
disci(line
Fait* by reason
)aris* sc*ools
Monastic and
Cat*edral
Sc*ools
)alace sc*ool
.ni'ersity
Chivalric!eudali
stic
Describes t*e
(olitical and military
system of 5estern
Euro(e durin!
Middle 2!es
2t *ome < reli!ious
education3 res(ect
and (oliteness
)a!e < left *ome
and assi!ned to a
female teac*er
S9uire < assi!ned
to a 7ni!*t
6ni!*t*ood
- &bser'ation3
%mitation and
(ractice
- 2((rentices*i(
- Moti'ation
Morality
"es(onsibility
Horsemans*i(
4allantry
"eli!iosity
Social !races
Home
*e court
*e castle3
tournament
:elds3 :elds of
battle
roubadours3
minnesin!ers
and minstrels
"uild System *is is a ty(e of
sc*ool t*at 5as free
from ecclesiastical
control
+iberal 2rts <
4rammar3 "*etoric3
+o!ic
+a5
Medicine
*eolo!y
- &bser'ation3
%mitation and
)ractice
- Dictation3
Memori-ation3
cat*ec*etical
met*od
- Disci(line
/usiness %nterest
and )re(aration
for Commercial
and %ndustrial life
Vocational
)re(aration
/ur!*er Sc*ool
C*antry Sc*ool
4uild Sc*ool
Saracenic *is is also 7no5n as
Muslim Education.
*eir able to
assimilate t*e best
intellectual cultures
of t*e (eo(le to
a((ly t*e *erita!e to
t*eir o5n (ractical
needs3 %slam3 as a
reli!ion3 !ained
!reatness
"eli!ious Education
)rofessional
Education
Vocational
Education
2'ocational
rainin!
Science education
- "e(etition and
drill
- Memori-ation and
%mitation
- +ecture3
&bser'ation and
E,(erimentation
"eli!ious
)ractical
Scienti:c
%nitiati'e
Sc*ools
attac*ed to
mos9ues
III. Modern
Education
#$
th
to #%
th

Century
Education &or
this world
*e do5n to eart*
realities of t*is 5orld
became t*e focus of
t*is education.
/iblical and
classical literature
C*urc* Cat*ecism
History3 !eo!ra(*y3
science
)*ysical education3
music and art
- Ciceronianism
- Memori-ation
- "eli!ious
%ndoctrination
- E,cessi'e
formalism
Social
"eli!ious and
Moral
+iteracy
+iterary
Demcratic
Home
Ci'il aut*orities
*e c*urc*
*e academy
*e tutor
Elementary
sc*ools
Secondary
sc*ools
.ni'ersity
sc*ools
#'
t
to #(
th

Century Child)
Centered
Education
*e c*ild becomes
t*e center of
educati'e (rocess
)*ysical
Moral
%ntellectual
Manual 5or7
- E,(erience and
obser'ation
rat*er t*an
'erbalism and
memori-ation
)reser'ation of
natural !oodness
of man and Virtue
%ndi'idual
Freedom
Create a ne5
society
Home
utors*i(
#(
th
to *+
th

Century
,emocrati-ation
o& Education
*is de'elo(s t*e
a((roac* to some of
t*e (*iloso(*ies
from t*e (ast
centuries
*e education no5
is not only for
normal ones but
also for students
5*o *as s(ecial
needs
- &bser'ation
- )uttin! t*eory
into (ractice
.nderstandin!
t*e learner and
*o5 to teac* t*e
lessons eAecti'ely
Sc*ools
/. 8*ic* of t*e Historical e'ent in education are you most li7ely to follo5 in your teac*in!B
% 5ould li7e to incor(orate t*e ideas of Modern Education #1C
t*
to D0
t*
$ into my teac*in!. .nderstandin! t*e learner
and 7no5in! *o5 to teac* eAecti'ely t*e lessons are 'ery essential. *is idea caters not only to normal students but
also to some students 5*o *as s(ecials needs.
C. Com(are t*e )*ili((ine situation 5it* most of t*e e'ents t*at *a((ened in education and identify t*at=t*ose 5as=5ere true
to t*e )*ili((ines.
Historical Event Philippine Education
Durin! t*e )rimiti'e )eriod3 t*e content of t*e education
is mostly (ractical and military trainin!.
*e met*od of teac*in! is mostly direct imitation and
memori-ation
Mostly boys are (ri'ile!ed to *a'e formal trainin! in
sc*ool 5*ile !irls are tau!*t domestic duties.
*e met*od of teac*in! (re'alent no5adays. Some of t*e
instructors are still re9uire students to memori-e and to
direct imitate some lessons in sc*ools.
/oys and !irls *a'e e9ual o((ortunities 5*en comes to
ac9uirin! education. /u t*e issue no5adays is (o'erty.
)arents can;t send t*eir c*ildren in sc*ool because of
instead of usin! t*e money to (ro'ide t*eir c*ild;s needs
in sc*oolE t*ey use it to buy a meal for t*e 5*ole family.
%n medie'al times3 t*e main focus of education is to
e'an!eli-e and to teac* t*e (eo(le about C*ristianity.
Catec*umenal3 Catec*etical and E(isco(al=Cat*olic
Sc*ool 5ere formed.
*e sc*ools li7e cat*olic sc*ools are still (re'alent u( to
t*e (resent times. *e director of t*e sc*ool is (riest3
bis*o(s or nuns.
%n t*e "enaissance or Modern )eriod3 t*e foundation and
liberty of education 5ere em(*asi-ed.
%n t*is (eriod3 t*e c*ild;s nature 5as !i'en focused. *e
(rinci(le of re(etition by 8olf!an! "at7e to ensure
mastery. *e t*eory of Fabula "asaG 5*o 5as aut*ored
by Ho*n +oc7e. "ic*ard Mulcaster 5*o su!!ested t*at
teac*ers s*ould be re9uired to obtain uni'ersity trainin!
and de'elo( teac*er trainin! colle!es and Francois
Fenelon 5*o (ioneered t*e education for 5omen. +astly3
St. Ho*n /a(tiste de +a Salle 5*o aimed to teac* t*e (oor
and t*e under(ri'ile!ed.
*is is also t*e (eriod 5*en t*e education is centered on
c*ild;s de'elo(ment accordin! to *is natural ca(abilities.
Friedric* 8il*elm 2u!ust Froebel is 7no5n as t*e fat*er
of t*e 7inder!arden for *is contribution in educational
system.
Maria Montessori is t*e one 5*o (ioneered to teac*
students 5it* s(ecial needs
*e (rinci(les3 t*eories and ideas are still carried out u(
to t*e (resent. *e su!!estion of "ic*ard Mulcaster is
t*e reason 5*y 5e *a'e Iormal Sc*ools today. *e idea
of Ho*n /a(tiste de la +aSalle is also t*e basis 5*y 5e
*a'e (ublic sc*ools.
6inder!arden sc*ool becomes mandatory to ma7e a :rm
foundation on c*ild;s learnin!.
Sc*ools for s(ecial c*ildren are also establis*ed to cater
to students 5*o *a'e s(ecial needs.
Montessori sc*ools no5 *a'e diAerent a((roac*
com(ared to t*e idea of Maria Montessori.
"eferences:
+ara!a &mas-as3 "oberta .istorical/ 0hilosophical and 1egal !oundation o& Education 2!oundation o& Education II33 Manila:
4reat /oo7s )ublis*in! D00@
ulio3 Doris D. !oundations o& Education * 2.istorical 0hilosophical and 1egal33 Mandaluyon! City: Iational /oo7store D00J