HISTORICAL FOUNDATIONS OF EDUCATION Raffy B. Mabiling
RENAISSANCE
RENAISSANCE • the thought process developed by scholasticism • the broadening of the universities • the invention of the printing press • the findings of exploration and scientific discovery • the degeneration of the church • the rise of free cities as well as rich middle class
“Modern Theories of
HUMANISM
DISCIPLINISM
RENAISSANCE
REALISM
REFORMATION AND COUNTERREFORMATION
HUMANISM
Italian or Individualistic Humanism
Northern or Social Humanism
freedom of thought, selfexpression and creative activit
moral and social reforms
INDIVIDUALISTIC HUMANISM To develop individual AIM personality through nature, art, music, Literary, aesthetic and •literature and practical architecture TYPES •Physical education, social training in manners and personal conduct, and moral education were also
INDIVIDUALISTIC HUMANISM CONT Varied curriculum, with ENT exposure to classical art and literature, and nature AGENC Lyc • ée IES •Gymnasium •Grammar school •Court schools
Vittorino da Feltre
To educate a complete citizen through: •Good knowledge of reading •Broad background of manners and graces •Training in loyalty to Christian principles
INDIVIDUALISTIC HUMANISM METH Text replacing much of the lectures and written OD themes displacing oral discourse DA FELTRE’S
CONTRIBUTIONS work of the individual to •adapting the …sufficient his need and motivation capacities for students •develop a balance between as mental activity to replace punishment motive and physical activity for learning… •developing the power to think
e • oc a re orm an SOCIAL HUMANISM improvement of human AIM relationships •Eliminating the ignorance of the common people and the •Emphasis on religious, hypocrisy of social TYPES moral and social leaders education •Secondary education in re aration for future
SOCIAL HUMANISM CONT Classical and biblical ENT literature
Erasmus of wanted the study of Rotterdam
classics for: •broadening of knowledge •refining taste •gaining the ability to
SOCIAL HUMANISM METH •the need to study the OD •value of repetition and
Erasmus
child carefully for mastery of small units of individualized work at a time instruction •motivation and the use •the importance of games of praise and rewards and exercise in education •gentleness as opposed •keeping education in to physical punishment close touch with the social needs and life of the times
SOCIAL HUMANISM METH OD
•the Juanuse Luisof Vives vernacular •parents as first teachers
Johannes •imitation and Sturm memorization •use of pupil monitors careful grading of
REFORMATION Political, economic, moral, philosophical and institutional changes and not merely a reform in religious doctrine It was intended to correct abuses in the church
Martin Luther
REFORMATION Education must provide Religious Moralism AIM adequate training in the = duties of the home, living a worthy life on occupation, church, and earth will guarantee a state glorious life thereafter •Character Education TYPES (value of work over play) •Advocacy for universal, compulsory and free d ti
•REFORMATION study of the Bible and CONT all the skills required to ENT understand •curricula includes history, mathematics, home science, music •natural AGENC and gymnastic • common vernacular IES primary school •classical secondary school
METH OD
•REFORMATION reading through routine pronunciation of words, memorization of answers to questions from the •gospel, in secondary hymnslevel, and students psalms must learn rules and passages by •rigid teaching methods memory and strict discipline through religious
COUNTER-REFORMATION REFORMATION
Education to win back Education to promote dissenters their aims/objectives
COUNTER-REFORMATION
teaching orders and teaching congregations a movement within the church itself that were founded, parish schools were organized corrected the abuses of the church and seminaries were opened to train leaders Jean Baptiste De La Salle Cornelius Jansen
Brethen of the Christian Schools
Jansenists
COUNTER-REFORMATION •Religious Moralism AIM •Aimed to develop an unquestioning obedience to the authority of the church Jesuit Christian convent Jansenists prepare young women to perform their Schools Brothers schools emphasiz train duties as Christian members of teach the e leaders society, especially poorestablish and maintain chastity and piety,spiritual to refine taste and gentle manners salvation
COUNTER-REFORMATION education above TYPES everything else •Domestic and vocational training in the hands of the parents •Roman Catholic church for the professional education, graduate school of law and di i dt h
COUNTER-REFORMATION
reading writing arithmeti c religion elementary for the poor • AGENC CONT ENT
IES
(Christian Brothers) •secondary and higher education for training of leaders (Jesuits and
•teaching of COUNTER-REFORMATION
•doing a small Jesuit amount of work at Schools a time, doing it well, and make sure it is retained •prelection and repetition (teaching method) •lesson adapted to abilities and interests of children •participation through Q & A •review
the Jansenists vernacular METH by the ODS phonetic method Christian •nothing is to Brothers •grade pupils be according to memorized ability unless •recite to the understood class and not •use of to the textbooks
REALISM Refers to the philosophy which holds that education should be Humanistic Social Sense concerned with the actualities of life /Literary education Realism Realism classical incorporatio Realism could be best language n of achieved by and scientific direct literature content to contact with were the education people and ideal means and the use social to liberal of scientific activities and
A complete knowledge and LITERARY REALISM
understanding of human AIM society, with such understanding to fit the individual to the Literary environment type of in education, which he TYPES very livedpractical and liberal (aimed to provide intellectual, moral, social, religious, and physical education to develop a
LITERARY REALISM Francois Rabelais
John Milton
Francois Rabelais
John Milton
LITERARY REALISM Francois Rabelais
•scheme of education was largely in terms of tutor •Incidental method of teaching = all learning is to be made pleasant •Learning facilitated through naturalactivities
John Milton
•idea of education was in terms of an academy •Use of resource person in the classroom •Discussions and lectures by academic authorities •Reading is done for
• o prepare e ar s ocra c you SOCIAL REALISM for the life of a gentleman in the world of affairs •Highly individualistic education to develop relationship and enjoy leisure time •Emphasis on practical judgement, social disposition and understanding rather than memorization •Information is de learned better Michael Montaigne
SENSE REALISM To develop a harmonious AIM society, working in accordance with natural •and Practical type laws of education universal with stress on scientific TYPES training •Democratic education and the use of vernacular was favored •Emphasis in content than
SOME SENSE REALISTS
RICHARD MULCASTER WOLFGANG RATKE
FRANCIS JOHN AMOS BACON COMENIUS
SENSE REALISM JOHN AMOS COMENIUS
•Recommendations •Levels School •fixedofyearly school opening date, with no •a pre-school in every home admittance in between •systematic organization the schedule of village class •a vernacular elementaryofschool in every work •a Latin school in every city •separate room, separate teacher and separate tests •a university in every province for each of class •Concepts Education •school days agreement child’s nature (6 •the value of in textbook and with the uniformity of text hours for older ones andteacher 4 hourswho for younger ones) •the importance of the is properly •Morning trained hours should be devoted to intellectual subjects and the afternoon to physical and aesthetic subjects
SENSE REALISM METH ODS •use of inductive method for learning •all learning should follow the course of nature •learning by senses first, then exploration •children learn to do by doing •a subject should not be left unless thoroughly mastered •initial learning through the vernacular tongue •learning should appeal to child’s interests and and be fitted to child’s understanding
DISCIPLINISM • character formation through physical, moral and mental education • John Locke: the concept of tabula rasa wherein everything was learned from experience that was based on the perception of the senses • formation of habits through discipline will result in development
JOHN LOCKE
•To provide exercises of DISCIPLINISM
mind, of body and of selfcontrol •The process of learning is TYPES important the physical, •educationinofeducation rather thanintellectual the thing learned moral and & CONT •limited curriculum that is ENT dominated by linguistics and mathematics •drill subjects in the elementary school (spelling,
AIM
DISCIPLINISM •church elementary AGEN CIES
METH ODS
schools •humanistic secondary schools •tutorial system for the elite •formal trainingmethods of the masses of by apprenticeship exercise and drill •three steps in learning: sensation, memory and
NATURALISM
JEAN JACQUES ROUSSEAU
necessity of the child to be free to develop according to his own natural impulses •According to him, intellectual education was the development of sense discrimination, free expression, and acquisition of
Infancy (birth to 5) • Growth of body, motor activities, sense perception and feeling • The child had to be free
Childhood (5 to 12)
Boyhood (12 – 15)
Adolescence (15 -20)
• Let the child develop as his inner nature demanded • Avoid books, emphasize games, and let experience be the teacher
• The age of reason • Education by human agencies should begin • There should be a desire to learn
• Social stage wherein perception of human relations arises • Appearance of sexual impulses
THREE MODERN PRINCIPLES OF TEACHING The Principle of Individualization
The Principle of Pupil Activity The Principle of Growth