HISTORICAL

FOUNDATION OF
EDUCATION
THESSA MAE C. FERNAN
 1. EARLY CONCEPTIONS OF EDUCATION
1.1. EDUCATION FOR CONFORMITY/ PRIMITIVE
EDUCATION
*AIMS- To survive
*TYPES- Practical Education- vocational education
- Theoretical Education- spiritual & worship
*AGENCY- Family
*ORGANIZATION- No levels of instruction
*CONTENTS- Ritualistics and prescriptives
*METHODS- Observation and imitation
 1. EARLY CONCEPTIONS OF EDUCATION
1.1. EDUCATION FOR CONFORMITY/ PRIMITIVE
EDUCATION
*EFFECTS
-Culture was passed on and preserved for generation
-People were able to adjust and adapt to political
and social life
-Tribes were able to meet their economic needs and
were able to survive
*PROPONENTS- Primitives
 1. EARLY CONCEPTIONS OF EDUCATION
1.2. EDUCATION FOR THE PRESERVATION OF SOCIAL
STABILITY/ORIENTAL EDUCATION
*AIMS-To impress traditional ideas and customs in
order to maintain and perpetuate the long
established social order
 1. EARLY CONCEPTIONS OF EDUCATION
1.2. EDUCATION FOR THE PRESERVATION OF SOCIAL
STABILITY/ORIENTAL EDUCATION
CHINA- To preserve and perpetuate ancestral
tradition
 1. EARLY CONCEPTIONS OF EDUCATION
1.2. EDUCATION FOR THE PRESERVATION OF SOCIAL
STABILITY/ORIENTAL EDUCATION
INDIA- To preserve the Caste System
 1. EARLY CONCEPTIONS OF EDUCATION

1.2. EDUCATION FOR THE PRESERVATION OF SOCIAL

STABILITY/ORIENTAL EDUCATION
EGYPT- To preserve religious tradition
 1. EARLY CONCEPTIONS OF EDUCATION
1.2. EDUCATION FOR THE PRESERVATION OF SOCIAL
STABILITY/ORIENTAL EDUCATION
PERSIA- To strengthen military tradition
 1. EARLY CONCEPTIONS OF EDUCATION

1.2. EDUCATION FOR THE PRESERVATION OF SOCIAL

STABILITY/ORIENTAL EDUCATION
*TYPES- Moral Training- training in custom, duties
and polite behavior
*AGENCY- Home
*ORGANIZATION- Elementary and High School levels
*METHODS- Imitation, memorization
 1. EARLY CONCEPTIONS OF EDUCATION
1.2. EDUCATION FOR THE PRESERVATION OF SOCIAL
STABILITY/ORIENTAL EDUCATION
*EFFECTS
-Development of static and highly formal educational system
-Learning is mechanical
-Produced individuals who are patient, obedient, gentle,
polite, submissive, and respectful but lacking in ambition and
confidence
-Citizens were easily integrated to social life.
*PROPONENTS- Orientals
 1. EARLY CONCEPTIONS OF EDUCATION
1.3. EDUCATION FOR DEVELOPMENT OF
INDIVIDUALITY/ GREEK EDUCATION
*AIMS- To promote individual success and welfare
through the harmonious development of the various
aspects of human personality
 1. EARLY CONCEPTIONS OF EDUCATION
1.3. EDUCATION FOR DEVELOPMENT OF
INDIVIDUALITY/ GREEK EDUCATION
SPARTAN- To develop a good soldier in each citizen
 1. EARLY CONCEPTIONS OF EDUCATION
1.3. EDUCATION FOR DEVELOPMENT OF
INDIVIDUALITY/ GREEK EDUCATION
ATHENIAN- To perfect man (body and mind) for
individual excellence needed for public usefulness
 1. EARLY CONCEPTIONS OF EDUCATION
GREEK EDUCATIONAL THEORISTS
A. SOCRATES- truth
 1. EARLY CONCEPTIONS OF EDUCATION
GREEK EDUCATIONAL THEORISTS
B. PLATO- justice
 1. EARLY CONCEPTIONS OF EDUCATION
GREEK EDUCATIONAL THEORISTS
C. ARISTOTLE- happiness
 1. EARLY CONCEPTIONS OF EDUCATION
1.3. EDUCATION FOR DEVELOPMENT OF INDIVIDUALITY/
GREEK EDUCATION
*TYPES- Military and physical training (Spartan)
Liberal Education (Athenian)
*METHODS- Principle of Individuality (Athenian)
Competition and Rivalry (Spartan)
*EFFECT- Emphasized the complimentary development of
the human personality for his cultural improvement and
for social transformation
*PROPONENTS- Greeks
 2. MODERN CONCEPTIONS OF EDUCATION
2.1. EDUCATION FOR RICH, FULL LIFE/ ITALIAN OR
INDIVIDUALISTIC HUMANISM
*AIM- To secure rich and full life for each individual
through contacts with the ancient
*TYPES- Literary, aesthetics, aristocratic
*AGENCY- Schools
*CONTENTS- 3 WORLDS (World of the past, Subjective
world of emotion and world of grammar, rhetoric and
mathematics)
 2. MODERN CONCEPTIONS OF EDUCATION
2.1. EDUCATION FOR RICH, FULL LIFE/ ITALIAN OR
INDIVIDUALISTIC HUMANISM
*METHODS- Text study, written themes, self activity and
self- expression
*EFFECTS
-Classic learning was revived
-Education was very aristocratic
-Served as foundation of modern academic freedom
*PROPONENT- Vittorino da Feltre
 2. MODERN CONCEPTIONS OF EDUCATION
2.2. NORTHERN OR SOCIAL HUMANISM
*AIM- For social reform
*TYPES- Religious, moral, social
*CONTENTS- classical and biblical literature
*AGENCIES- Court schools, secondary schools, universities
*METHODS- Individualized instruction, repetition and
mastery, motivation, use of praise and rewards
*PROPONENT- Desiderius Erasmus
 2. MODERN CONCEPTIONS OF EDUCATION
2.3. REFORMATION
*AIM- Religious moralism
*TYPES- Character Education, Universal Compulsory, and
free education
*CONTENTS- Singing, Physical Education, vocational,
Math, History and Science
*AGENCIES- Home, vernacular school, secondary school,
university
*METHODS- memorization, religious indoctrination
*PROPONENT- Martin Luther
 2. MODERN CONCEPTIONS OF EDUCATION
2.4. COUNTER REFORMATION
*AIM- To develop unquestioning obedience to the authority of
the church
-Jesuits- train leaders
-Christian Brothers- teach the poor
-Jansenists- spiritual salvation
*TYPES- Religious and moral domestic and vocational
(parents)
*CONTENT- 4R’s (religion included) humanistic religious
*AGENCIES- elementary (poor) secondary and higher (leader)
 2. MODERN CONCEPTIONS OF EDUCATION
2.4. COUNTER REFORMATION
*METHODS
JESUITS
 Adapting the lesson to the abilities and interests of
children
 Participation of pupils by question and answer
 Review
 A lot of repetition for mastery
 Doing a small amount of work at a time, doing it well
and making sure it is retained
 2. MODERN CONCEPTIONS OF EDUCATION
2.4. COUNTER REFORMATION
*METHODS
CHRISTIAN BROTHER
 Pupilsrecite to the class not to the teacher
 Grade pupils according to ability
JANSENISTS
 Memorization
 Use textbooks
 2. MODERN CONCEPTIONS OF EDUCATION
2.5. HUMANISTIC OR VERBAL REALISM
*AIM- Complete knowledge and understanding of human society
-Juan Luis Vives- develop one’s personality
-Francois Rabelais- develop the whole man
-John Milton- prepare for actual living
*TYPES- Literary and liberal
*CONTENT
Vives- vernacular
Rabelais- physical exercise, games and sports, Bible study
Milton- ancient and literary classic
 2. MODERN CONCEPTIONS OF EDUCATION
2.5. HUMANISTIC OR VERBAL REALISM
*AGENCIES/ ORGANIZATIONS
Vives- Home then public school (boy @ age 7)
Rabelais- tutor
Milton- academy
*METHODS
Vives- make use of the principle of individual differences
Rabelais- incidental methods
Milton- discussion, field trips
 2. MODERN CONCEPTIONS OF EDUCATION
2.6. SOCIAL REALISM
*AIM- To prepare the aristocratic youth for a life of a
gentleman in the world of affairs
*TYPES- Practical, Physical, Moral, Intellectual
*CONTENTS- Activity, curriculum
*AGENCIES- Private, Tutorial System
*METHODS- emphasized understanding and judgment,
knowledge assimilated, action imitated, ideas applied in
conduct
*PROPONENT- Michel de Montaigne
 2. MODERN CONCEPTIONS OF EDUCATION
2.7. SENSE OR SCIENTIFIC REALISM
*AIM- To develop national individual in a natural society
Francis Bacon- to give man dominance over things
Richard Mulcaster- repress not the natural tendencies and
activities of childhood
John Amos Comenius- eternal happiness with God
*TYPES- Practical, Scientific, Religious, Intellectual
*CONTENTS
Bacon- knowledge of nature
Mulcaster- reading, writing, vernacular
Comenius- encyclopedia
Ratke- natural Bible
 2. MODERN CONCEPTIONS OF EDUCATION
2.7. SENSE OR SCIENTIFIC REALISM
*AGENCIES/ORGANIZATION
Mulcaster- Tutor, vernacular school
Ratke- experimental school (fusion of elementary and high
school)
Comenius- 4 SCHOOLS
1. school of the Mother Knee (birth to 6 years)
2. Vernacular sensory training (7-12 years)
3. Training for understanding and organization of information
(13-18 years
4. University (19-24 years)
 2. MODERN CONCEPTIONS OF EDUCATION
2.7. SENSE OR SCIENTIFIC REALISM
*METHODS
Mulcaster- makes use of games, play and exercise
Bacon- uses inductive method
Ratke-
 learning should only be one thing at a time
 Repetition must be done as often as possible
 Everything should be learned first in the vernacular
 Learning should be done naturally
 Learning should be done by induction and experimentation
 2. MODERN CONCEPTIONS OF EDUCATION
2.7. SENSE OR SCIENTIFIC REALISM
*METHODS
Comenius
 Sense learning is encourage
 Everything learned should appeal to the child’s interest
 Whatever is learned must be of practical value
 Principles must be explained first followed by details
 Things must be done one at a time
 Subject must be thoroughly mastered
 Pupil learned by doing
 There should be a daily exercise of senses, memory imagination
and understanding
 2. MODERN CONCEPTIONS OF EDUCATION
2.8. EDUCATION AS TRAINING OF THE MIND/ FORMAL DISCIPLINE
*AIM- To train the minds through rigorous exercise in order to
develop intellectual capacities and to form specific habits; to form
character (mental, physical and moral)
*TYPES- Physical (vigor of the body); Mental (mental power);
Moral (good conduct)
*AGENCIES- School and colleges
*CONTENTS- Classical language and Math
*METHODS- Formal sensation, memory and reasoning, drill methods
*EFFECT- emphasize on the process of learning and not only the
things learned
*PROPONENT- John Locke “A sound mind in a sound body”
 2. MODERN CONCEPTIONS OF EDUCATION
2.9. RATIONALISM
*AIM- To Enable Man To Think For Themselves
*TYPES- Aristocratic, intellectual, social
*CONTENTS- Philosophical, Scientific knowledge, Ethics
and Morality
*AGENCIES/ ORGANIZATION- Self Education (Reading)
Dancing Master (Aristocratic)
*METHODS- Critical Analysis, Application of Reason
 2. MODERN CONCEPTIONS OF EDUCATION
2.10. EDUCATION IN HARMONY WITH NATURE/ NATURALISTIC CONCEPTION
OF EDUCATION
*AIM- To Develop the individual in accordance with the law of human
development
To preserve the natural goodness of man
*TYPES- Holistic education (physical, moral, intellectual) universal and
democratic
*CONTENTS- Nature phenomena (activities that interests the learners)
*ORGANIZATION
1. Savage infancy (birth to 5 years)
2. Savory- childhood (5-12 years)
3. Solitude- boyhood (12-15 years)
4. Social beings- adolescence (15-20 years and onwards)
*AGENCIES- Family tutors
 2. MODERN CONCEPTIONS OF EDUCATION
2.10. EDUCATION IN HARMONY WITH NATURE/ NATURALISTIC
CONCEPTION OF EDUCATION
*METHODS- Principles of Teaching
1. Growth
2. Activity
3. Individuality
*EFFECTS- Considers principles of human growth and
development for teaching and learning
*PROPONENT- Jean Jacques Rousseau
“Man as he comes from nature is good but that he
becomes evil through contact with society.”
 2. MODERN CONCEPTIONS OF EDUCATION
2.11. EDUCATION PATRIOTIC CITIZENSHIP/ NATIONALISTIC
CONCEPTION/
*AIMS- To develop military preparedness and
aggressiveness for the preservation and glorification of
the state.
*TYPES- Secular civic, physical, health, compulsory, free,
common
*CONTENT- Social Studies
*ORGANIZATION- 3 Level system centralized
*METHODS- safe, practical, and efficient
*EFFECT- Education becomes an agency for the national
development and progress
 2. MODERN CONCEPTIONS OF EDUCATION
2.12. EDUCATION AS PSYCHOLOGICAL DEVELOPMENT
*AIMS- To direct and control growth and development
through appropriate education and procedures
Johann Heinrich Pestalozzi- Social Reformation of
Humanity
Friedrich Froebel- Development of the Child
Jonathan Herbart- Moral Development
Edward Lee Thorndike- Realize the fullest satisfaction
of human wants
*TYPES- Intellectual, moral, industrial, practical, physical
 2. MODERN CONCEPTIONS OF EDUCATION
2.12. EDUCATION AS PSYCHOLOGICAL DEVELOPMENT
*CONTENT
Pestalozzi- Math, Science and Language
Froebel- Self- expressing activities (drawing), play
Herbart- Studies about things (Science, arts, fine arts)
Studies about people (language, History and Literature
*AGENCIES- All existing institution
*ORGANIZATION- Kindergarten, Primary, High School,
College
 2. MODERN CONCEPTIONS OF EDUCATION
2.12. EDUCATION AS PSYCHOLOGICAL DEVELOPMENT
*METHODS
 Principle of Pupil Activity
 Principle of Interest
 Principle of Apperception
 Principle of Concentration
 Principle of Socialization
 Principle of Motivation
 2. MODERN CONCEPTIONS OF EDUCATION
2.12. EDUCATION AS PSYCHOLOGICAL DEVELOPMENT
*METHODS
 Law of Readiness
 Law of Exercise
 Law of Effect
 2. MODERN CONCEPTIONS OF EDUCATION
2.13. EDUCATION AS A SCIENTIFICALLY DETERMINED PROCESS
*AIMS- To make education a science
*TYPES- Utilitarian, universal, democratic, liberal
*CONTENT- Science
*AGENCIES- Schools offering and specializing in science
*METHODS- experimental, problem-solving, scientific
methods and research
*EFFECT- Systematic and objective,, analysis of the
curriculum materials, scientifically determine learning
objectives, inclusion of more sciences in the curriculum
 2. MODERN CONCEPTIONS OF EDUCATION
2.14. EDUCATION AS SOCIAL ADJUSTMENT/ SOCIAL
TRADITIONALISM
*AIMS- To give pupils insights into their social
inheritance into ideals institution condition and
customs of society
*TYPES- Social educational- formation of the skills of
social communication through language and building
of human relationship
 2. MODERN CONCEPTIONS OF EDUCATION
2.14. EDUCATION AS SOCIAL ADJUSTMENT/ SOCIAL
TRADITIONALISM
*CONTENT/AGENCIES/ORGANIZATION
Elementary- tools of social living; habit of human
relationship
Secondary- specialized training for individual’s
specific needs
Extra- curricular- training the youth to live together
 2. MODERN CONCEPTIONS OF EDUCATION
2.14. EDUCATION AS SOCIAL ADJUSTMENT/ SOCIAL
TRADITIONALISM
*METHODS- social communication; social
cooperation; social service
*EFFECT- Learners were trained to make intelligent
choices to solve life problems
Education was contributory to the development and
progress
 2. MODERN CONCEPTIONS OF EDUCATION
2.14. EDUCATION AS SOCIAL RECONSTRUCTION/ SOCIAL
EXPERIMENTALISM
*AIM- To prepare for progressive rebuilding of the
social order
*TYPES-
Intellectual- critical examination of the social
conditions and social problems
Civic- intelligent participation and cooperation in
civic affairs
Vocational- social relationships of one’s job
 2. MODERN CONCEPTIONS OF EDUCATION
2.14. EDUCATION AS SOCIAL RECONSTRUCTION/ SOCIAL
EXPERIMENTALISM
*CONTENT- Social Studies, Field Trips, Directed
Classroom Study ( community life)
*AGENCIES- free public school system, community
*ORGANIZATION-
-Democratic School Organization (Student Councils,
Faculty, Association)
-Democratic Social Planning and Action
*METHODS- Guidance; intelligent and cooperative
participation
Thank You for listening!
God bless us
