ASSIGNMENT #1
EDUCATION DURING THE ANCIENT TIMES/EARLY CONCEPTIONS OF EDUCATION
Historical Group/ Period
Preliterate societies (7000 BCE-
5000 BCE) -PRIMITIVE
CHINA 3000 BC – 1900 AD China
INDIA 3000 BC – Present India
EGYPT 3000 BC – 300 BC Egypt
GREEK 1600 BC – 300 BC Greece
ROMAN 750 BC – 450 AD Roman
Aims/ Goals
 To teach survival skills
 Teach group harmony
 Conformity
 Preservation and transmission of
traditions
 Prepare the elites to govern the
empire according to Confucian
principles.
 To learn behavior and rituals
based on Vedas.
 To prepare priests according to
scribe for the empire.
 Inculcate proper respect for the
gods and pharaoh.
 Utilitarian – transmission of skills
from the parents to their children.
 Preservation of cultural patterns
 To promote individual success
and welfare through the
harmonious development of the
various aspects of human
personality.
 To cultivate civic responsibility.
Athenian:
 To perfect both the body and
mind for individual.
 Acquire excellence necessary for
public usefulness.
Spartan:
 To develop a good soldier in
each citizen.
 Develop civic responsibility for
Content/Curriculum
 Practice hunting, fishing, songs,
poems and dances.
 Practical and Theoretical
education/training
 Confucian classics
 Vedas and Religious Texts
 Religious or technical Texts
Athenian:
 Liberal Education
 Reading, writing, drama,
poetry, music
Spartans:
 Military and Physical Training
 Drill, military songs, tactics
 Physical Training (Martial arts,
Methods of Instruction
 Informal – enculturation of
characteristics, skills, knowledge
and attitudes upon children.
 Children imitate adults
 Simple telling and demonstrations
 Trial and Error
 Indoctrination
 Memorization
 Recitation
 Memorization
 Interpretation of Sacred Texts
 Memorization
 Apprenticeship – dominant method
in the lower and vocational
schools.
 Standard Practices in Teaching –
Dictation, memorization, copying,
imitation, repetition
 Observation and participation
 Memorization and recitation in
primary schools
 Lecture, discussion, and dialogs in
higher schools
Athenian:
 Individuality Principle
Spartan:
 Competition and Rivalry
Elementary:
Contribution to Education
 Emphasis on informal education and
transmission of skills and values
 Preservation of cultures and traditions
 Adaptation and adjustment to political
and social life
 Tribes were able to meet their
economic needs and were able to
survive.
 Written examinations for civil services.
 Cultural transmission and assimilation
 Spiritual Detachment
 Restriction on educational controls to
priest elites.
 Geometrical measurement
 Surveying
Athens:
 Concept of well-rounded, liberally
educated person
Spartans:
 Concept of serving the military state
Influence to Philippine education:
 Physical Education and MAPEH
subjects
 Sports Events in schools
 CAT / ROTC
 Math, Logic, Science subjects
 Military schools like PMA, PMMA, PNP
 Practical administrative skills
 the empire, administrative, and
military skills.
 To educate Roman youth for
realizing national ideas.
EDUCATION DURING MIDDLE/MEDIEVAL AGES
Historical Group/ Period Aims/ Goals
Early Christian  To develop socially responsible
individuals who possess all the
virtues of brotherly love.
Monasticism  To achieve eternal salvation
 Salvation of individual souls
 To attain the highest spiritual
knowledge and the purest
spiritual satisfaction
Scholasticism  To support the doctrine of the
church through rational argument
(Intellectual Discipline)
Chivalric Education  Training for a life of high
ideals/standards.
 Training for knighthood centered
on the rudiments of love, war
and religion
war weapons usage)
 Reading, Writing, Arithmetic,
Law, Philosophy
Content/Curriculum
 Latin Grammar
 Christian Doctrine
 Moral and spiritual values
 Requisites for baptism
 Music in connection with
Church worship
 Moral and religious training
 Greek and Roman classical
culture and literature
 Seven Liberal Arts:
- The Trivium:
Grammar, Dialect,
Rhetoric
- The Quadrivium:
Geometry, Arithmetic,
Music, Astronomy
 Theology and Religious
Philosophy
 A training system that
inculcates gallantry toward
women, protection of the weak,
honesty in everything, courage
at all time.
 Learning of social graces,
etiquette rules, good manners
and right conduct
 Physical exercise and
horsemanship
 Reading, writing, literature in
vernacular
 Memorization and recitation,
Imitation
Secondary:
 Literary exercises, intensive drill
on speech, grammar, declamation
and rhetorical schools
Methods of Instruction
 Catechetical method
 Parable method
 Principle of Activity and Doing
 Use of common language
 Usage of figures of speech
 Catechetical Method
 Dictation
 Memorization
 Discipline – Use of punishment
 Meditation and Contemplation
 Use of Reflection
 Lectures, repetition, disputation and
Examination method
 Argumentative Method/ Disputed
Method
 Aristotelian Logic / Syllogism
 Logical analysis
 Problem method
 Observation, Imitation and Practice
 Apprenticeship
 Motivation by means of high social
ideas, standards, approval
 Relate education to civic responsibilities
Contribution to Education
 Conversion of more than one-half of
the world into Christianity with the
highest ideals of spirituality and
morality.
 Preservation and Dissemination of
knowledge and culture by Christian
Monasteries
 Opposition to the vices and corruption
in the medieval world.
 Concept of true dignity of manual labor
 Organization of the University
 Emphasis on Intellectual Training
 Use of Logic to reconcile religion and
philosophy
 Use of Vernacular as a tool of teaching.
 Emphasis on the learning of social
graces, etiquette rules, good manners
and right conduct.

Guild System
Saracenic
EDUCATION DURING THE RENAISSANCE & MODERN TIMES
Historical Group/ Period
Protestant Reformation
Catholic Counter-Reformation
 To prepare the students for the
requisites of commerce and
industry
 Vocational Preparation
 To search for knowledge and
application of scientific facts to
the affairs of daily life.
 To develop the individual’s
initiative and social welfare –
liberal education in its truest
sense.
 To cultivate religious
commitment to Islamic beliefs;
expertise in mathematics,
medicine and science.
Aims/ Goals
 Religious moralism and complete
obedience to the church
 To develop an unquestioning
obedience to the authority of the
church
 Seven Free Arts
- Jousting, falconing,
swimming, horsemanship,
boxing, chess, writing and
singing verse
 Reading and writing in
vernacular and arithmetic
 Craft and commercial business
 Koran – taught at all levels
Elementary level:
 Reading, writing, arithmetic,
religion, grammar and science
Higher level:
 Algebra, geometry,
trigonometry, physics,
chemistry, geography,
astronomy, anatomy,
pharmacy, medicine, surgery,
philology, history, literature,
logic, metaphysics and law
Content
 Religion with Bible and other
religious materials
 Physical education
 Character education
 Math, History, Science
 4 R’s:
- Reading
- wRiting
- aRithmetic
 Observations, imitations, and
practice
 Dictation, memorization, and
catechetical method
 Discipline
Elementary:
 Repetition and Drill, memorization,
imitation
Higher Education:
 Lecture, observation and
experimentation
Methods of Instruction
 Memorization
 Religious Indoctrination
 Catechetical instruction in
vernacular schools, translation and
analysis of classical literature in
humanist schools.
 Bible Translation
 Lesson adaptation to the children’s
abilities, needs, and interests
 Phonetic Method
 Review of the previous lesson
 Vocational Training / Manpower
Development
 Apprenticeship
 Arabic numerals and computation –
first to use zero and decimal system of
notation
 Medicine and science materials – use
of laboratory and experimental method
in science teaching
Contribution to Education
 Accessible education for all people
 Creation of educational institutions and
reformation of the old schools for
theological and socio-political reasons.
 Development of state school system
 Use of vernacular language or
Translation of texts/materials into
common language
 Phonetic method of teaching, reading
and groupings according to students’
ability
 Convent Schools

Formal Discipline  To train the mind through
rigorous exercises in order to
develop intellectual capacities
and to form specific habits.
 To form character and good habit
(mental, physical and moral)
Rationalism  To enable man to think for
themselves (Intellectual
freedom).
 Living a Life guided by reason.
 Aristocracy of Intelligence
Naturalistic Conception of  To develop the individual in
Education accordance with the laws of
human development.
 To preserve the natural
goodness of man
- Religion
 Advance study of classical
literature
 Math and Logic
 Classical Languages
 Math
 Physical (vigor of the body),
mental (cognitive ability), and
moral (good conduct)
 Philosophical/scientific
knowledge
 Ethics and morality
 Literature and Social
Refinement
 Codes of Self-interest
 Science
Early Stage
 Sensory Training
Later Stage:
 Science, Language, Math,
Manual Work
 Holistic education (physical,
moral, intellectual)
 Repetition for mastery
 Memorization with Understanding
 Use of textbooks
 Formal – sensation, memory and
reasoning
 Drill method
 Laws of Habit formation
 Discipline – use of corporal
punishment
 Sense-based and application of
reason
 Critical analysis
 Principles of teaching
 Child as the center of the
Education process:
Growth – needs, activity,
experience and knowledge
- Realm of Professional education
- Graduate schools of Law and
Medicine
 Emphasis on the process of learning
and not on the things learned.
 Formal discipline as an educational
process.
 Habit formation
 Training of creative thinking and
reasoning (logic)
 Use of the inductive method in making
generalizations
 Giving significance on the natural
stages of child development in
education.
 Principle of Growth
 Principle of Activity
 Principle of Individualization

Nationalistic Conception of  To develop military preparedness  Social Studies  Practical

Education and aggressiveness for the  History  Sociological Imagination Development of patriotism
preservation and glorification of  Politics  Presentation of exemplars
the State.
 To instill a sense of national
identity and loyalty among
students.

REFERENCES:
Forman Christian College (2014). Historical Development of Education Presentation Transcript.
http://fcc-educ110.weebly.com/uploads/2/3/6/3/23636704/historical_foundations_of_education_presentation_transcript.pdf
https://www.slideshare.net/BonTayaben/the-medieval-education-43301968
https://www.slideshare.net/rheannelegaspi/my-report-on-educ-philosophy
https://www.slideshare.net/bgninja03/historical-foundations-of-education-61809770
Patriotism and Citizenship Education Edited by Bruce Haynes © 2009 Philosophy of Education Society of Australasia. ISBN: 978-1-405-19988-9 Front Matter - Patriotism and
Citizenship Education - Wiley Online Library