Module 1 Historical Foundations of Education

ED 210: PHILOSOPHICAL, HISTORICAL, AND LEGAL LEGARDE M.A & RIZADA M.
C
FOUNDATIONS OF EDUCATION 1ST SEM, 2020-2021
Historical Foundation
1
of Education
MODULE
OVERVIEW
The beliefs and experiences of Education in the
education today rest on the history of this
1 Primitive Civilization
field of endeavor. This reflects that the
reference of today’s education was the
Education in the
learning of yesterday. Early educational 2 Classical Civilization
systems became the prototypes of the
present educational systems of the world.
Learning methods and techniques alter
and evolve continuously from time to time.
This module covers the historical foundations of learning that serve as

reference of the present education. To easily understand key concepts, the
discussions were presented in terms of aims of education, types of education,
content being studies, agencies of education, and methods of instructions.
LEARNING OUTCOMES
After completing this module, you will be able to:
1. Demonstrate understanding of the historical development of education
from ancient to modern times;
2. Cite the outstanding contributions in education of the different
civilizations/periods;
3. Demonstrate understanding of the implementation of the different
historical movements as they influenced the Philippine education.
MODULE 1: HISTORICAL FOUNDATIONS 1

ED 210: PHILOSOPHICAL, HISTORICAL, AND LEGAL LEGARDE M.A & RIZADA M.C
Education is as old as life itself because prehistoric

man must have passed on to his offspring, consciously or
unconsciously, certain skills and attitudes that enabled them
to survive.
Education commenced and developed from the

human struggle for survival and enlightenment. Primitive
people lived in the environment in which they continually
struggle against natural forces and fellow humans to
protect their lives. Therefore, every day, primitive people
developed new knowledge and skills that became their life
pattern. Learning for them is to share one’s knowledge to
others by sharing information, experiences, and even
failures.
This lesson includes two subtopics: (1) the education

during the primitive period and (2) Egyptian education

Lesson 1.1
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 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, that is, their head was usually the oldest
or the wisest among the clan. During this time, there was no reading or writing and
information was transmitted through word of mouth, songs, gestures, ceremonial
rites and the like.
The term education can be applied to primitive cultures only in the sense
of enculturation, which is the process of cultural transmission. A primitive person,
whose culture is the totality of his universe, has a relatively fixed sense of
cultural continuity and timelessness. The model of life is relatively static and
absolute, and it is transmitted from one generation to another with little deviation.
As for prehistoric education, it can only be inferred from educational practices in
surviving primitive cultures. The purpose of primitive education is thus to guide
children to becoming good members of their tribe or band. There is a marked
emphasis upon training for citizenship, because primitive people are highly
concerned with the growth of individuals as tribal members and the thorough
comprehension of their way of life.

AIMS OF PRIMITIVE EDUCATION

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. The following are the aims of
primitive education:
1. Security and Survival

The basic aim of primitive education was security, since the
fundamental problem then was to stay alive, to protect oneself and his
family from the destructive forces of nature. Education among primitive
people was directed to ensuring the survival of the group, clan, or tribe
through training of the young in skills necessary to maintain life. Primitive
people aimed to survive by hunting foods and be secure from dangers
that could be inflicted by natural phenomena such as typhoons floods,
earthquakes, volcanic eruptions and fires.
2. Conformity
This aim was for social approval but the main reason was for the
interest of the whole group. If one deviated from the usual tribal
practices, some evil spirits might be displeased and misfortune would
befall the whole group. Hence, the interest of one was sacrificed for the
interest of the group. For a member to deviate from the customs and
beliefs of his tribe was unpardonable.
3. Preservation and Transmission of Traditions

Primitive people thought that the ways they were doing things
were the best and they wanted to preserve such and be transmitted to
the incoming generation. During the primitive period, education was
simply enculturation, that is, the imposing of group characteristics upon
children.

TYPES OF EDUCATION
The following are the types of education during the primitive period:
1. Vocational and Domestic Training

This includes learning the skills in procuring basic necessities of life
like hunting, constructing a hut, and the like.
2. Religious (Animistic)
Religious education consisted in learning how to participate in
ritualistic practices to please or to appease the unseen spirits roaming
around.
CONTENT TO BE STUDIED
The following are the contents being studied during the primitive period:
1. Superstitions
They were taught how to worship before the dwelling of an
unseen spirit such as a big tree, a big rock, a river, a bug bush, and the
like.
2. Ways of procuring the basic necessities in life and of protecting life from
danger
The education of primitive people consisted of physical training
to enable them to satisfy their need for food and shelter. They were
taught skills for survival such as hunting and gathering wild fruits and
vegetables and constructing a hut.

AGENCIES OF EDUCATION
1. Home
There was no formal agency of education during primitive period.
Home is the center of learning. The young learned much at home
because the home was considered as the center of activity. The family
accounted for the education of the young in primitive societies. The
women of the tribe taught the girls the female duties of child-rearing and
household management whereas the men taught the boys hunting,
fishing, fighting, and making tools and equipment.
2. Environment
The environment provided the primitive people a very good place
for learning. This is true for informal education. For instance, if a person
happened to step on a thorn and got hurt, then that person became
careful not to step on thorn again.
METHODS OF INSTRUCTIONS
The following are methods of education during the primitive period:
1. Informal Instruction
Generally, it was merely enculturation, which is, imposing the
group characteristics, knowledge, skills, and attitudes upon children.
2. Observation and imitation

Primitive children first learned by unconscious imitation of the
activities of their parents and other elders. The children observed what
their parents were doing and then imitated them. Education was
through show me or tell me.

3. Simple telling and demonstration

The parents told their children what they ought to do and then
demonstrated how to do it.
4. Participation
The children participated in the work of their parents and they
learned. Participatory was almost obligatory for everyone in the
performance of religious rituals and ceremonies.

Lesson 1.2
Egyptian Education
Ancient Egypt was the birthplace of

one of the world’s first civilizations. Egypt,
the gift of the Nile, is situated in the northern
part of the African continent. Ancient
Egypt was a desert country watered only
by the Nile River which flooded the country from August to October. Leaving
behind a very rich black earth. The mighty Nile River was the lifeblood of ancient
Egypt. Egyptian culture was dependent on the activity of the Nile. Egyptian
agriculture was advanced. They had irrigation and they used astronomy to
predict rain.
Education in ancient Egypt was shaped by its conservative social system.

While education was valued, it was largely restricted to the children of those with
means. As the same families often staffed civilian and military positions in the
palace administration across generations, education was one of the means by
which institutional memory was transferred down the generations.
The history of ancient Egyptian education system remains unclear and its
origins have not come down to us. However, an education system in one form or
another existed throughout ancient Egypt’s long history. Its roots possibly lie at the
beginning of the Egyptian Kingdom in 3000BC, although in the absence of any
corroborating archaeological or historical evidence this is largely speculation

AIMS OF EGYPTIAN EDUCATION

The aim of Egyptian education was both cultural and utilitarian: cultural, to
preserve and perpetuate culture and utilitarian, to transfer skills from father to son
so that the son could run his daily life. The following are the aims of Egyptian
education:
1. Training of scribes
Scribes were in great demand to record the transactions of
ecclesiastical and commercial business. To train the scribes was the most
coveted profession at that time.
2. Religious
This aim was to inculcate proper respect for the gods and the
pharaoh who was also considered as god.
3. Utilitarian
The father wanted to transfer to his son his skills in the occupation
and the mother to her daughter the skills in keeping the house.
4. Preservation of cultural patterns

Those in charge of Egyptian education, the nobles and the priest,
wanted to preserve their cultural patterns, the Egyptian civilization.
TYPES OF EDUCATION
The following are the types of education during the Egyptian period.
1. Religious education
This was predominant as the priest wanted to inculcate in the
minds of the learners proper respect for the Gods, moral conduct, and a
preparation form life after death.

2. Vocational-Professional education
The education of women was largely vocational, although
daughters of the elite were tutored. In higher social circles, the boys were
trained by scribes who taught them how to read and write.
3. Military education
This type of education was predominant for the sons of the nobles.
4. Priesthood education
This type of education was for those who aspired to become
priests.
The following are the contents being studied in the Egyptian education:
1. Reading, writing, and language

2. Religious and secular literature
3. Mathematics, especially geometry and surveying.
4. Subjects in astronomy, engineering, architecture, physics, medicine,
and law
1. Home
Education was under the control of religion. This was part of early
Egyptian culture. The home provided for basic education. Home skills
and rudiments of right and wrong were taught at home.

2. Temple Schools
The temple schools were for higher education, especially for the
professions such as engineering, architecture, medicine, dentistry,
surveying, etc.
3. Military Schools
These schools were only for the sons of the nobles purposely for
defense and aggression.
4. Court Schools
These schools were only for those who aspire for a public office and
those taking up law.
5. Vocational Schools
These were schools of arts and trades.
METHODS OF EDUCATION
1. Dictation, copying, memorization, imitation, repetition
These were standard practices in teaching especially in the
lower grades.
2. Apprenticeship/Internship
This was dominant method especially in the lower and
vocational schools.
3. Observation and participation

These were also standard practices of teaching especially in the
vocational courses.

Ancient civilization was the culminating era of prehistoric

or primitive period in the realm of history. Discoveries, knowledge,
skills, learning, masterpieces, inventions, languages, and
communication were sufficient and powerful to maintain its
existence and influence other developing communities.
During this era, there were civilizations that enjoyed

refinement and the highest culture and intellectual capability in
the field of humanities and the arts, sciences and mathematics,
philosophy and religion.
This lesson includes some well-known civilizations, during

the ancient times, namely: Hindu, Greek, and Roman Empires
that later became the reference of many nations in terms of
culture, education, humanities, politics, and religion. This lesson
will discuss the educational systems of different civilizations, which
are interrelated with one another in terms of shaping individuals.

Lesson 2.1
Hindu Education
Indus Valley, known as the Fertile

Crescent was the cradle of Indian
Civilization in South Asia. 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 punishment for evil ones. The chief religion was
Brahmanism, also called Hinduism, and Brahma, the world of spirit was the ultimate
reality.
India developed a rigid social system which divided the people into a
hierarchy of five classes called castes. No one could go into higher caste but he
could easily go down. The Brahmans are the highest, sacred, intellectual, teacher,
and priestly class in the social system. Their primary duty is to study and teach the
Vedas (Hindu Sacred Scriptures) and perform religious celebrations. The
Kshatriyas are the military caste to which belonged soldiers and warlords. The
Vaisyas are the farmers, traders, merchants, and other skilled workers. The shudras
are the unskilled workers. The 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 because India’s education was
dominated by unique religious beliefs and the caste system.

AIMS OF HINDU EDUCATION
1. Intellectual
To endeavor for excellent and 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
The following are the types of education during the Egyptian period.
1. Religious education
Since Hindu education was dominated by unique religious beliefs,
it was concerned mainly with the development of spiritual and
emotional attitudes rather than with the acquisition of new knowledge.
2. Intellectual education
Intellectual education was only for priests and teachers. They
needed knowledge in ancient religious literature so that they could
impart the religious tenets, hymns, and prayers.
3. Vocational education
This was for the artisans, agriculturists, or farmers, and the laborers.

4. Military education
This training was for the military caste.
5. Domestic education
This was for the women whose roles were only to serve their
husbands and to bear children.
1. Literature for the Brahmans
Vedas are composed of collections of ancient religious wisdom.
Veda means knowledge. The Vedas are as follows:
A. Rig Veda – Veda of Psalms and Verses
B. Yojur veda – Veda of Sacred Formulas
C. Sama Veda – Veda of Chants
D. Atharva Veda – Veda of Charms
E. The Angas – Volume of Hindu scientific and philosophical
knowledge.
F. The Code of Manu – A compilation of ethics, customs, and
traditions.
2. In college or parishads, astronomy, history, grammar, law, medicine, and

mathematics were taught. Arithmetical notation including the symbol
(Zero (0)) originated in India. The Hindus developed an algebra even
superior to that of the Greeks and later disseminated by the Arabs.
3. For the military, the use of the horse, elephant, and the chariot in war.
4. Linguistics, philosophy, and theology for candidates for priesthood.

1. Home
The child was taught at home, usually by the mother until the age
of five (5).
2. Outdoors
The classes were usually held under large trees. Consists of less than
15 pupils.
3. Monasteries
These were organized for higher schooling. Children of Kshatriyas,
Vaisyas, and Pariahs were not admitted to intellectual education.
1. Imitation
In teaching language, the teacher uttered the words to be
learned and the pupils imitated. They repeated the process until the
words to be learned were mastered by the pupil.
2. Memorization
The Vedas which were written mostly in verse lent themselves to
memorization. Although the learning was slow, this tool of teaching
was used extensively and intensively.

Lesson 2.2
Greek Education
The Greeks were a nation of at least

two principal components – Aryan and
Germanic people. But because of the
presence of natural barriers such as
mountains and bodies of water, they lived
in tribal isolation and developed differences.
Because of the terrain which isolated the people into small groups, the
Greek state was small. Hence, every citizen had a chance to participate in all
affairs of the state as a soldier, member of the assembly, judge, or a state official
depending upon his qualifications. To the Greeks, we trace the beginning of
creative activity and logical thinking that have made for genuine intellectual
progress. One may say that the Greeks gave the era of higher culture and
enlightenment.
Ancient Greece was the birthplace of western civilization about 2500 years
ago. Greek civilization developed chiefly in small city-states. These city-states were
fiercely independent and often quarreled among themselves. They had their own
laws and governance. There were many Greek city-states but two of them rose
above all the others. These were SPARTA and ATHENS. These two cities got fame
and power than the other city-states.

SPARTAN Education
Spartan was at one
time the most powerful city-
state of ancient Greece. It
was famous for its military
power and loyal soldiers.
The greatest honor that
could come to a Spartan
was to die in defense of the
country. Sparta was in the south of Corinth in the southern section of the
Peloponnesian peninsula. Spartan education was based upon the laws of
Lycurgus. Lycurgus was called upon to draw up a constitution and a system of
laws which became the basis of the Spartan political, social, and educational
system. This turned Sparta into a totalitarian soldier state where complete
obedience to the state and rigid discipline became the ideal, the highest good.
To be Spartan was to be strong and hardly, physically fit, terse of speech, austere,
and full of valor. The Spartans were conqueror.
Education in Sparta was typical of old Greek education. The complete
dominance of state upon individual was secured through education. The
government held the entire control of education in order to preserve their national
existence against several political threats surround them.
AIMS OF SPARTAN EDUCATION

1. Military
To make every citizen invincible in war, the Spartan constitution
aimed at training a powerful body of soldiers making the state a
perpetual military camp. Spartan education aimed to develop the
capacities of men only for war. Trained to conform, Spartan citizens were
prepared to defend themselves and their country at all times.

2. Discipline
To develop conformity, endurance, strength, cunning, and
patriotic efficiency was the Spartan ideal of good citizenship. Spartan
education aimed to develop a nation of unequaled military skill with
citizens absolutely devoted to the state.
TYPES OF EDUCATION
1. Physical Education
This was rigid to make the Spartan strong, especially in combat.
2. Military Education
Military education predominated Spartan education. All the skills
in combat known at that time were learned to the utmost. It was said
that the Spartan military phalanx could not be pierced by any
combatants.
3. Moral Training
Spartan moral training was a product of group living and
traditional ceremonies. For instance, stealing is not a crime however, if
caught, the thief was severely punished.
4. Music Education
This was to arouse patriotism.
5. Gymnastic Education
This was for the girls to make them strong to bear children.
6. Vocational Education
There was no vocational education since the household duties
were done by the slaves called HELOTS.

The following are the contents being studied in Spartan education:
1. Spartan curricula consisted of military exercises and practices
essential to a life devotion and service to the state.
2. Intensive gymnastics, especially for the girls to make them strong to
bear strong children. Girls were trained to be healthy and
courageous so that they could bear a healthy children, their
greatest contribution to the state.
3. Reading and writing to a limited extent to understand the Lycurgus
laws and some poems of Homer.
1. State
The state was the sole agency of education. The state controlled
the education of the individual from birth to death. Family life, including
marriage, was controlled by the state. All children belonged to the state.
1. Training
Education in Sparta was achieved by training rather than by
school instruction. Learning was facilitated by activities and
ceremonies led by elders and military leaders.

ATHENIAN Education
Ancient Athens was
the leading cultural center
of the Greek world. Many
of the most gifted writers of
Greece lived here. Athens
was another Greek city-
state. One of the great law
givers of all time, Solon,
who belonged to one of
the noble families, brought
order to Athens and the
attitudes toward education sprang from his influence. He instituted reforms in
government and made it a true democracy. He encouraged learning and
formulated the ideals upon which it was based. The government was a direct
democracy. Every citizen took part on an equal footing in the conduct of the
government.
Education in Athens was supervised by the state but the state was not the
sole authority responsible for the education of the public. Unlike Spartan,
education in Athens focused more on other subjects than military because they
thought that military tactics are not enough to run a state. To run a state
successfully, well-educated citizens are required.
AIMS OF ATHENIAN EDUCATION

Athenian education aimed to develop individual excellence which
meant a full-rounded development of mind and body and public usefulness.
Athens was the first state where the freedom to develop all human
capacities.

The following are the aims of Athenian Education:

1. Good citizenship was the foremost aim of Athenian education.
2. There was a stress on individual excellence in wisdom, beauty, and
strength for public usefulness.
TYPES OF EDUCATION
1. Civic Training
In Athens, civic training was the dominant type of education. This was
dominant because of the desire to serve the state.
2. Moral Training
There was an emphasis on the virtues of Homeric heroes as well as
those for service of the state.
3. Physical Education
This was taken not to develop strength but to develop grace and
harmony of the body.
4. Music Education
This was to arouse patriotism.
5. Intellectual Education
This was the type of education needed in the participation and
activities of the assembly and in the discussions in the market place.
The following are the contents being studied in Athenian education:
1. Reading by the Alphabet method
2. Writing in wax and tablets
3. Arithmetic for market use

4. Homeric and other poems

5. Gymnastic exercises
6. Physical education exercises
7. Military training subjects
1. Private Schools
These schools were the first schools for boys.
2. Home
The girls were taught at home by their mothers and slaves
nursemaids. Boys before 7 years old were also taught at home.
3. State
Education was supervised by the state although education was
not compulsory.
Much of the learning was by imitation, usually of a living model.
Readings were memorized. Most of the education came from
participation. There was a participation in the learning process and so
learning was by doing. Discipline was sever and corporal punishment
was used extensively.

Lesson 2.3
Roman Education
The Roman civilization was

legendary founded by Romulus around
3000 B.C. on the hill beside the Tiber River
in Central Italy that was called latium.
Latin was the official language of the
Romans. The Romans judged things by their usefulness. They were practical,
pragmatic people who absorbed themselves in the successful management of
their everyday affairs.
Education in ancient Rome influenced the development of educational

systems throughout Western civilization. In the span of a few centuries, Rome went
from an informal system of education in which knowledge was passed from
parents to children, to a specialized, tiered system of schools inspired by Greek
educational practices. Rome's rise to the status of world power ensured the
perpetuation of its methodology and curriculum throughout the provinces it ruled.
The Romans education was based on the classical Greek tradition but
infused with Roman politics, cosmology, and religious beliefs. The only children to
receive a formal education were the children of the rich. The very rich families
employed a private tutor to teach their children. Those that could not afford to do
this used either slaves or sent their children to a private school. Children of poor

families, those living in the country or those whose parents were slaves were not
educated at all.
AIMS OF ROMAN EDUCATION

The aim of early roman education was the development of the vir-
bonus – the good citizen, the good soldier, and the good worker. The vir-
bonus was the man possessed of all the virtues essential for the exercise of
his rights and the discharge of his duties and obligations. The following are
the aims of Roman Education:
1. Utilitarian
Education was 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 such as piety, obedience,
manliness, courage, bravery, industry, dignity, fortitude, honesty, and
prudence.
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.
TYPES OF EDUCATION
1. Physical and Military Training
This was a necessity for the training of good soldiers who would be
conquerors in war.

2. Civic Training
To make men know their rights and obligations to the state so that
they could participate wisely in the politics. ,
3. Moral Training
This was for the development of moral values.
4. Religious Training
This was tied up to civic and moral training. Children were trained in
religious ceremonies and usages.
The content of early Roman education was practical and moral in
character. The boys learned the laws of the Twelve Tables, Roman History,
the procedures of court and the senate, conduct of war, business,
agriculture, sports and the use of weapons. On the other hand, the girls
prepared for the domestic life and religious functions. Every activity of their
life was governed by a god and these gods had to be propitiated by
sacrifices and ceremonies. Thus children chanted legendary ballads and
religious songs.
In the later Roman times, elementary education included the

rudiments of the 3 R’s (reading, writing, and arithmetic). In the Sunday
school, grammar, which included literature and language, was the chief
subject. The practical character of Roman life was stressed while history
and geography were taught only for functional importance.

1. Home
Children of both sexes learned the rudiments of knowledge,
morals, and religion at home. The girls learned all house chores lie
cooking, weaving, sewing, etc.
2. Shop and Farm

Boys went with their father to shops and farms to learn the trades
of their father.
3. Military Camp
The place where the boys learned art of warfare.
4. School of litterator (teacher of letters)

This was in the elementary level, attended by both girls and boys.
5. School of Grammaticus (teacher of grammar)

This was in the secondary level, attended by boys only. There were
two types: Greek Grammar School and Latin Grammar School.
6. School of the rhetor (teacher of rhetoric)

This was in the higher level.
7. Athenaeum
This was in the university level developed as the center of learning.

1. Memorization
This was used in the elementary level. The pupils sat on the floor
and rested their tables on their knees. Class sessions were from sunrise to
sunset but no class was held during summer and holidays. Writing and
reading were taught from dictation. Letters of the alphabet were
memorized. Pronunciation, enunciation, and self-expression were also
taught. Discipline was severe and flogging was used.
2. Drill and Writing Exercises

This was used in the secondary level. There was intensive drill on
grammatical elements such as parts of speech, syntax, pronunciation,
and others. There was so much practice in writing paragraphs,
compositions, and poetic expressions.
3. Public Speaking Practices

In the third level or school of rhetorics, there was a strong emphasis
in all types of public speaking such as declamations, eulogies, funeral
orations, exhortations, and extemporaneous speeches after lectures on
articulation, modulation, and emphasis.

ASSESSMENT 1: Multiple-Choice Test
Direction: For each question or incomplete statement below, there are four
suggested answers or completions. Select the one that answers the question or
completes the statement. Using the answer sheet provided, shade the circle with
the letter that corresponds your answer.
1. Which of the following statements is/are TRUE about the life of primitive
people?
I. Their means of livelihood were hunting and gathering wild
fruits and vegetables.
II. They lived in a limited area and had few or no contacts at all
with other people.
III. The organization of primitive life is tribal and political.
A. I only C. II and III
B. I and II D. I, II, and III
2. In ancient Hindu, the child was taught at home by the mother until the age
of ____.
A. 3 C. 5
B. 4 D. 6
3. Which of the following statements is/are TRUE about the education in

ancient Athens?
I. The state was the sole authority responsible for the education of
the public.
II. They focused more on other subjects than military because they
thought that military tactics are not enough to run a state.
III. They believed that to run a state successfully, well-educated
citizens are required.
A. II only C. II and III
4. What was considered as the birthplace of the western civilizations?

A. China C. India
B. Greece D. Rome
5. Which of the following believed that education was considered as form of

training rather than school instruction?
A. Athenian C. Spartan
B. Hindu D. Roman

6. Which of the following was the foremost aim of Athenian education?

A. Domestic education C. Military training
B. Good citizenship D. Preservation of culture
7. Which of the following statements is/are TRUE about the aims of primitive
education?
I. Education among people was directed to ensuring the
survival of the group.
II. To preserve and transmit their culture through the process of
acculturation.
III. Their education aims to conform to the tribe they belonged.
A. I only C. I and III
8. The following statements are true about primitive education EXCEPT

A. There was formal agency for education.
B. The family was the center for practical learning.
C. The father taught the boys duties of securing life.
D. The mother instructed the girls of household management.
9. Arithmetical notation zero (0) was considered as the outstanding

contribution to education of what civilization?
A. Hindus C. Spartans
B. Greeks D. Romans
10. What Greek city-state was popular for its military power and loyal soldiers?
A. Athens C. Sparta
B. Corinths D. Thebes
11. What was considered as the lifeblood of the ancient Egypt?

A. Indus River C. Tiber River
B. Nile River D. Tigres River
12. One of the aims of education during the ancient Egypt was utilitarian. What
does this mean?
A. To preserve their cultural patterns such as the Egyptian civilization.
B. To preserve and perpetuate culture through the process of
enculturation.
C. To transfer skills from parents to their children so that they could run
their daily lives.
D. To inculcate in the minds of the learners proper respect for the Gods
and the pharaoh.

13. What was considered as the most coveted profession during the ancient
Egyptian education?
A. To train the scribes C. To transmit one’s culture
B. To produce brave warriors D. To preserve culture
14. During the ancient Egyptian period, who was also considered as God?
A. Emperor C. Pharaoh
B. Governor-General D. Prince/Princess
15. Which of the following statements is/are NOT TRUE about the methods of
instruction during the primitive education?
I. All instruction was done informally.
II. Education was through show me and tell me methods
III. The children participated in the work of their parents and they
learned.
A. I only C. I and II
B. II only D. II and III
16. What was considered as the earliest form of writing of Egypt?

A. Cuneiform C. Mycenaeans
B. Hieroglyph D. Vedas
17. Education during the ancient Egypt was under the control of _____________.
A. Government C. Pharaoh
B. Military D. Religion
18. The development of patriotism, discipline, loyalty to the state, and military
education were the outstanding contribution to education by the
_____________.
A. Athenians C. Spartans
B. Hindus D. Romans
19. During the ancient Egypt, what was considered as the center of advanced
learning such as professions such as engineering, architecture, medicine,
dentistry, and surveying?
A. Court School C. Temple School
B. Military School D. Vocational School
20. What type of education was given to make ancient Romans know their
rights and obligations to the states so that they could participate wisely in
politics?
A. Civic education C. Military education
B. Domestic education D. Moral education

21. Which of the following is/are considered as the methods of education used
during the ancient Egypt?
I. Dictation and Memorization
II. Observation and Participation
III. Apprenticeship
22. What was considered as the cradle of Indian civilization?

A. Indus Valley C. Sumerian Civilization
B. Nile River D, Mesapotamian Civilization
23. In the Hindu’s caste system, who was considered as the highest, sacred,
intellectual, teacher, and priestly class in the social system?
A. Brahmans C. Pariahs
B. Kshatriyas D. Sudras
24. In the Hindu’s caste system, who among the following belongs to the
Vaisyas?
I. Soldiers and Warlords
II. Shop and storekeepers
III. Money handlers
25. In Hindu’s education, what type of education was given for the artisans,
agriculturists and the laborers?
A. Domestic education C. Religious education
B. Intellectual education D. Vocational education
26. Which of the following is/are TRUE about the role played by the state during
the ancient Sparta?
I. The state controlled the education of the individual from birth to
death.
II. Family life, including marriage, was controlled by the state.
III. All children belonged to the state.
27. What was the official language of the ancient Romans?

A. Mandarin C. Ionic
B. Latin D. Jewish

28. What method of instruction was usually used by the teachers for the
secondary level students during ancient Roman period?
A. Dictation C. Drill and Writing Exercises
B. Memorization D. Public Speaking
29. One of the aims of Hindu’s education was religious education. What does
this imply?
A. To develop brave soldiers through intensive and extensive military
training.
B. To prepare for the future life and to seek perfection to hasten
absorption into the infinite and universal spirit.
C. To preserve the caste system through the use of precedent, history,
and strict observance of customs and traditions.
D. To endeavor for excellent and intellectual development through
knowledge and contemplation of philosophical truth.
30. Rig Veda was also known as the Veda of ___________________________.

A. Psalms and Verses C. Chants
B. Sacred Formulas D. Charms
31. In the Hindu’s caste system, which of the following were not admitted to
intellectual education?
I. Kshatriyas II. Vaisyas III. Pariahs
A. I and II C. I and III
B. II and III D. I, II, and III
32. Which of the following is/are NOT TRUE about the type of education during
the primitive period?
I. Vocational and Domestic Training
II. Religious Education
III. Military Education
A. III only C. II and III
B. I and II D. I and III
33. In Hindu education, what method of instruction was used intensively and
extensively in teaching the Vedas?
A. Deductive C. Imitation
B. Inductive D. Memorization
34. The state was the sole agency of education in the _________ education.
A. Hindu C. Athenian
B. Spartan D. Roman

35. In ancient Spartan, what was considered as the greatest contribution of

women to the state?
A. To bear strong children
B. To take care of their husband
C. To become teachers in vocational schools
D. To teach their children basic literacy and numeracy skills
36. What type of education was given for the girls to make them strong to bear
children?
A. Domestic education C. Music education
B. Gymnastic education D. Vocational education
37. What type of education was given to those who aspired to become priest
during the Egyptian education?
A. Domestic education C. Priesthood education
B. Military education D. Religious education
38. The Olympic Games and the freedom to develop all human capacities
were the outstanding contributions of __________.
A. Athens C. Spartans
B. Hindus D. Romans
39. Which of the following statements is/are TRUE about the caste system of
ancient India?
I. The caste system divides the Hindus into a hierarchy of three
classes.
II. One’s life and educational opportunities were determined by
the accident of birth.
III. No one could go to a higher caste but he could easily go down.
40. Why is it important to Spartan women to become knowledgeable in

handling weapon?
A. To search food
B. To Protect their children
C. To depend themselves from their husband
D. To defend their city if the men were at away at war
END OF EXAMINATION

Module 1 Historical Foundations of Education

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Module 1 Historical Foundations of Education

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ED 210: PHILOSOPHICAL, HISTORICAL, AND LEGAL LEGARDE M.A & RIZADA M.

This module covers the historical foundations of learning that serve as

MODULE 1: HISTORICAL FOUNDATIONS 1

Education is as old as life itself because prehistoric

Education commenced and developed from the

This lesson includes two subtopics: (1) the education

MODULE 1: HISTORICAL FOUNDATIONS 2

Life among primitive or tribal

MODULE 1: HISTORICAL FOUNDATIONS 3

AIMS OF PRIMITIVE EDUCATION

1. Security and Survival

3. Preservation and Transmission of Traditions

MODULE 1: HISTORICAL FOUNDATIONS 4

1. Vocational and Domestic Training

MODULE 1: HISTORICAL FOUNDATIONS 5

2. Observation and imitation

MODULE 1: HISTORICAL FOUNDATIONS 6

3. Simple telling and demonstration

MODULE 1: HISTORICAL FOUNDATIONS 7

Ancient Egypt was the birthplace of

Education in ancient Egypt was shaped by its conservative social system.

MODULE 1: HISTORICAL FOUNDATIONS 8

AIMS OF EGYPTIAN EDUCATION

4. Preservation of cultural patterns

MODULE 1: HISTORICAL FOUNDATIONS 9

1. Reading, writing, and language

MODULE 1: HISTORICAL FOUNDATIONS 10

3. Observation and participation

MODULE 1: HISTORICAL FOUNDATIONS 11

Ancient civilization was the culminating era of prehistoric

During this era, there were civilizations that enjoyed

This lesson includes some well-known civilizations, during

MODULE 1: HISTORICAL FOUNDATIONS 12

Indus Valley, known as the Fertile

MODULE 1: HISTORICAL FOUNDATIONS 13

AIMS OF HINDU EDUCATION

MODULE 1: HISTORICAL FOUNDATIONS 14

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

4. Linguistics, philosophy, and theology for candidates for priesthood.

MODULE 1: HISTORICAL FOUNDATIONS 15

MODULE 1: HISTORICAL FOUNDATIONS 16

The Greeks were a nation of at least

MODULE 1: HISTORICAL FOUNDATIONS 17

AIMS OF SPARTAN EDUCATION

MODULE 1: HISTORICAL FOUNDATIONS 18

MODULE 1: HISTORICAL FOUNDATIONS 19

MODULE 1: HISTORICAL FOUNDATIONS 20

AIMS OF ATHENIAN EDUCATION

MODULE 1: HISTORICAL FOUNDATIONS 21

The following are the aims of Athenian Education:

MODULE 1: HISTORICAL FOUNDATIONS 22

4. Homeric and other poems

MODULE 1: HISTORICAL FOUNDATIONS 23

The Roman civilization was

Education in ancient Rome influenced the development of educational

MODULE 1: HISTORICAL FOUNDATIONS 24

AIMS OF ROMAN EDUCATION

4. Civic and Political

MODULE 1: HISTORICAL FOUNDATIONS 25

In the later Roman times, elementary education included the

MODULE 1: HISTORICAL FOUNDATIONS 26

2. Shop and Farm

4. School of litterator (teacher of letters)