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![EDUCATION IN ANCIENT INDIAN
CIVILIZATION
River valley civilizations
India was invaded by other groups (cultural equilibrium)
(India borrowed from invaders – vise versa)
Invaders: Aryans – ancestors of Hindi-speaking majority
Muslims – established Mughal dynasty
British – 18th
century
Aryans introduced – Hinduism
Caste system (highly stratified social order)
Hinduism – emphasizes transmigration of souls
[REINCARNATION]](https://image.slidesharecdn.com/ed-250217070609-e96445e4/75/Class-Ed-D-LM-110-HISTORY-OF-EDUCATION-pptx-12-2048.jpg)
Class Ed.D-LM-110-HISTORY-OF-EDUCATION.pptx
- 1. “Every morning isan invitation to living and each day is an invitation to learning
- 2. HISTORY OF EDUCATION Professor: LourdesG. Tolod, Ph. D
- 3. History cannot giveus a program for the future, but it can give us a fuller understanding of ourselves and of our common humanity so that we can better face the future. -Robert Penn Warren
- 4. The more youknow about the past, the better prepared you are for the future. . . -Theodore Roosevelt
- 5. We are notmakers of history. We are made by history. -Martin Luther King, Jr
- 6. A. History ofEducation – Examines how diverse cultures have contributed to contemporary education – From a global perspective, this discusses the pre-literate societies, educational developments in Chinese, Indian, Egyptian and Western cultures.
- 7. PRELITERATE SOCIETIES Oral transmissionof culture - Before invention of R&W Informal learning - At home, in families Trial and error learning/ survival of environment/skills - thoughts, floods/hunting for food – preservation was with tribe Enculturation, children learn the group’s language and skills and assimilate its moral and religious values - From adults to children; children learn language & skills & assimilate moral & religious values
- 8. PRELITERATE SOCIETIES Moral codes(children to adulthood with ritual dancing, circumcision, music, drama). Children learned group’s prescriptions (acceptable behavior) as well as proscription or taboos (forbidden behavior) Oral tradition – storytelling to transmit cultural heritage (myths, legends, heroes…) Literacy (symbols – signs, pictographs, letter)
- 9. EDUCATION IN ANCIENTCHINESE CIVILIZATION Chinese Educational Heritage Efforts to maintain unbroken cultural community Chinese were ethnocentric & believed their language & culture to be superior to all others Looked on foreigners as barbarians Non-acceptance of cultures from foreign countries from foreign countries isolated & weakened Chinese was left out (Mc Do, Coke) Chinese = lived during waring states period-conflict/ teaching/ assassinations; believed that knowledge could replace force
- 10. EDUCATION IN ANCIENTCHINESE CIVILIZATION Confucian Education – benevolence, not violence Confucius – regarded as world’s greatest philosopher and teacher Emphasized ethical system (based on tradition) with emphasis on: • Personal discipline • Need for social and political harmony • Loyalty to family and group • Hierarchical relationships – (in which some individuals are superior and others subordinate) – this has implications for education, esp. character formation • Respect for teachers • Character education
- 11. EDUCATION IN ANCIENTCHINESE CIVILIZATION China’s contribution to education Importance of examinations Standards and assessment Education – for upperclass worker, no females
- 12. EDUCATION IN ANCIENTINDIAN CIVILIZATION River valley civilizations India was invaded by other groups (cultural equilibrium) (India borrowed from invaders – vise versa) Invaders: Aryans – ancestors of Hindi-speaking majority Muslims – established Mughal dynasty British – 18th century Aryans introduced – Hinduism Caste system (highly stratified social order) Hinduism – emphasizes transmigration of souls [REINCARNATION]
- 13. EDUCATION IN ANCIENTINDIAN CIVILIZATION Cultural changes (by Aryans) Types of schools Brahminic schools (priests) stressed religion, philosophy, Vedas (religious books) quests for truth (for educators) requires disciplined meditation (transcendental meditation and YOGA) Tols (one – room schools with a single teacher in religion and law Court schools (for princes) taught lifetime, law, admin
- 14. EDUCATION IN ANCIENTINDIAN CIVILIZATION Cultural equilibrium (invaders were absorbed into India’s culture while at the same time the IPs borrowed some of the ideas of the invaders) The Aryans (invaders) introduced social and educational influence, Hinduism, and the caste system (highly stratified social order) (Brahmins – merchants – farmer – untouchable (menial tasks)
- 15. EDUCATION IN ANCIENTINDIAN CIVILIZATION Mughuls Introduced Islamic religion/Persian and Arabic philo/science/literature/astronomy/mathematic s/med/architecture Muslim schools – madrasah (artic language, Koran)
- 16. EDUCATION IN ANCIENTINDIAN CIVILIZATION Emphasized religion Appropriate teacher-student relationships When British came, they emphasized English Contribution to world: Continues to face profound challenges in assimilating culture (diversity of learners/multiculuralism)
- 17. EDUCATION IN ANCIENTINDIAN CIVILIZATION Emphasized religion Appropriate teacher-student relationships • T-S to refrain from ________ students • S-T to respect teachers as source of income Legacy to the world: - How education can help civilization endure over centuries
- 18. EDUCATION IN ANCIENTINDIAN CIVILIZATION English entry English as official language/established English language schools Contribution to world Multi-culturalism/diversity of learners
- 19. EDUCATION IN ANCIENTINDIAN CIVILIZATION Schools and teaching Appropriate teacher-student relationship Students to respect teachers; teachers to refrain from humiliating students
- 20. EDUCATION IN ANCIENTEGYPT One of world’s earliest civilization Egypt developed as a river-valley culture – Nile River - life sustaining Pharoah/emperor of divine origin – King priest Egyptians developed technology to irrigate the Nile River/designed pyramids and temples To defend vast empire, they studied statecraft Priestly elite an guardians of the state culture
- 21. EDUCATION IN ANCIENTEGYPT Concern with mummification led them to study medicine, anatomy and embalming Developed hieroglyphics, a system of writing - creating and transmit a written culture papyrus Close relationship between formal education and religion Legacy – great architectural mounds (pyramid)
- 22. EDUCATION IN ANCIENTEGYPT Egypt’s historical controversy Egypt was conquered by Alexander the Great (King of Macedomia – mother Greek) and incorporated Hellenic civilization that was shaped by ancient Greek culture
- 23. EDUCATION IN ANCIENTGREEK/ROMAN CIVILIZATION Greeks and Romans debated: What is the true, the good and the beautiful? Who are worthy models for children to imitate? How does education shape good citizens? How should education respond to social, economic and political change? Homeric education Iliad Odyssey
- 24. EDUCATION IN ANCIENTGREEK/ROMAN CIVILIZATION Citizenship education = forming good citizens Interrelated enculturation – immersion – participation in the city’s state’s culture – with formal education Vocational training for slaves
- 25. EDUCATION IN ANCIENTGREEK/ROMAN CIVILIZATION Liberal education for free citizens In Athens, women had severely limited legal & economic rights; few attended schools The sophists (a group of travelling educators) developed new teaching methods for the emerging commercial class in the skills of public speaking
- 26. EDUCATION IN ANCIENTGREEK/ROMAN CIVILIZATION The Sophists developed students’ communication skills: logic, grammar and rhetoric, developed as liberal arts Rhetoric (study of persuasive speech) Socrates: stressed that a person should strive for moral excellence, live wisely, and act rationally Self-examination, dialogue and the Socratic method (by asking students questions designed to elicit their critical thinking on current issues..)
- 27. EDUCATION IN ANCIENTGREEK/ROMAN CIVILIZATION Plato: wrote Protagoras, the Republic and the Laws »Theory of Knowledge based on reminiscence »Believed that women should have education »Curriculum: hierarchical rather than egalitarian
- 28. EDUCATION IN ANCIENTGREEK/ROMAN CIVILIZATION Aristotle: a good community rests on its members’ rationality » Distinguished between liberal education and technical training » Liberal arts: enlarges a person’s horizon » Vocational training – only limited value » Recommended compulsory schooling » Concerned only with male education; women=home
- 29. EDUCATION IN ANCIENTGREEK/ROMAN CIVILIZATION Greek and Roman Contributions to Western Education Liberal arts VS vocational training
- 30. ANCIENT MEDICINE Caliman, Kenneth AncientMedicine Earliest records of medical people – Mesopotamia Code of Hammurabi – contains regulations relating to medical practice India: Rig – veda – treatment of disease was about spells and exhortation Hindus excelled in surgery Chinese Medicine Medical Education – Ancient Egypt Value of the foundations of education and their application to understanding education A “foundation’s perspective” is a useful tool in helping to improve schools and schooling Filipinos place a great deal of faith in education We know schools as the great panacea for the multitude of problems that plague both individuals and society
- 31. ISLAMIC/ARABIC EDUCATION Islamic/ArabicLearning Mohammad, an Arabic religious reformer and proselytizer Preached need for repentance and upright, moral life Islam – a religion || Koran = religious book, authoritative and legal source in Arab/Islamic countries Islam spread to Africa, Spain (Moorish) Islamic scholarship led to advances in astronomy, math, medicine. In MATH, Arab scholars adopted number system from the India’s but made the CRUCIAL ADDITION OF ZERO
- 32. MEDIEVAL EDUCATION MedicalCulture & Education Middle Ages/Medieval (between fall of Rome & Renaissance) » Institutions of Learning • Primary education – church in parish, monastic schools • Secondary level – monastic & cathedral schools – general education curriculum • Higher education – universities in Paris, Bologna, Salermo, Oxford, Cambridge • Merchant & craft guilds offered basic educ/training for trade • Knights learned military tactics/chivalric code in castles
- 33. MEDIEVAL EDUCATION » Accessto schooling • Few people attended medieval schools/only those who planned to enter religious vocation • Vast majority were serfs – illiterate • Women – consigned to traditional gender- prescribed roles • They imitated their mothers in household & child-rearing
- 34. MEDIEVAL EDUCATION » Scholasticism– a method of inquiry, scholarship, teaching • Scholastics relied on faith and reason as complementary sources of truth • They accepted the sacred scriptures (God) but also trusted in human reason • St. Thomas Aquinas and Summa Theologia (Dominican Theologian at University of Paris) • For Aquinas, humans possess a physical body and a spiritual soul. Although they live temporarily on earth, their ultimate goal is with God.
- 35. MEDIEVAL EDUCATION • Curriculum:liberal arts tradition: logic, mathematics, natural and moral philosophy, metaphysics, theology. Scholastics used syllogism (deductive reasoning) to create organized bodies of knowledge. STA recognized the importance of informal education through family, friends, environment STA’s philosophy: Thomism • Contributions to Education Preserving and institutionalizing knowledge – organized framework
- 36. EDUCATION DURING THERENAISSANCE PERIOD Renaissance Classical Humanism Renaissance scholars were interested in literature (classical humanists) » (scholastics – theology) » Italy – works of Dante, Petrarch, Boccaccio the courtier as model (person of style and elegance liberally educated in classical literature, courtier was a tactful diplomat/serves his ruler well in affairs of the state. » Schools for the elite/lower class little formal schooling
- 37. EDUCATION DURING THERENAISSANCE PERIOD Erasmus – leading classical humanist scholar Model teacher as cosmopolitan humanist Classical Humanism (global, not parochial) grounded in liberal arts, (literature, languages, history, religion) interpreting classical works According to Erasmus, early education was crucial in forming a child’s attitudes and behavior Emphasized teaching of literature
- 38. EDUCATION DURING THERENAISSANCE PERIOD Renaissance Contributions to education » Latin & Greek knowledge as hallmarks of educated person (schools required knowledge of Latin for admission) » Humanistic/human-centered conception of knowledge (through literature) » Invention of printing press advanced literacy and schooling » Printing process (information revolution)
- 39. EDUCATION DURING REFORMATION Religious Reformation Freedom from papal authority/diverse religious opinions Reformation movements – Protestant reforms Supreme authority was the Bible Protestants established vernacular schools, rather than Latin Both Protestants and Catholics used schools to indoctrinate children with correct religious beliefs and practices
- 40. EDUCATION DURING REFORMATION Martin Luther: religious reformer Augustinian monk, critical of Catholic practices Recognized education as ally of religious reformation Encouraged family Bible reading and vocational training Wanted state to supervise schools and license teachers Women’s education – Bible
- 41. EDUCATION DURING REFORMATION Contributions: Dual track system of schools based on SES classes: a) Vernacular schools – primary education to lower SES b) Classical humanist grammar schools to elite Emphasized literacy Religion tied to education (religious schools) Girls went to primary schools only
- 43. INFLUENCES ON MODERN EDUCATION Emphasison informal education to transmit skills and values STUDENTS Children in the group AGENTS Parents, tribal elders, and priests INSTRUCTIONAL METHOD Information instruction; children imitating adult skills and values CURRRICULUM Survival skills of hunting, fishing, food gathering; stories, myths, songs, poems, dances EDUCATIONAL GOALS To teach group survival skills and group cohesiveness PRELITERATURE SOCIETIES 7000 B.C. – 5000 B.C.
- 44. INFLUENCES ON MODERN EDUCATION Writtenexamination for civil service and other professions STUDENTS Males of gentry class AGENTS Government officials INSTRUCTIONAL METHOD Memorization and recitation of classic texts CURRRICULUM Confucian classics EDUCATIONAL GOALS To prepare elite officials to govern the empire according to Confucian CHINA 3000 B.C. – A.D. 1900
- 45. INFLUENCES ON MODERN EDUCATION Culturaltransmission and assimilation; spiritual detachment STUDENTS Males of upper castes AGENTS Brahmin priest-scholars INSTRUCTIONAL METHOD Memorization and interpreting sacred texts CURRRICULUM Vedas and religious texts EDUCATIONAL GOALS To learn behaviors and rituals based on the Vedas INDIA 3000 B.C. – PRESENT
- 46. INFLUENCES ON MODERN EDUCATION Restrictionof educational controls and services to a priestly elite; use of education to prepare bureaucracies STUDENTS Males of upper classes AGENTS Priests and scribes INSTRUCTIONAL METHOD Memorization and copying dictated texts CURRRICULUM Religious or technical texts EDUCATIONAL GOALS To prepare priests-scribes to administer the empire EGYPT 3000 B.C. – 300 B.C.
- 47. INFLUENCES ON MODERN EDUCATION Athens:The concept of the well-rounded, liberally educated person Sparta: The concept of serving the military state STUDENTS Male children of citizens; ages 7-20 AGENTS Athens: Private teachers and schools, Sophists, philosophers Sparta: Military officers INSTRUCTIONAL METHOD Drill, memorization, recitation in primary schools; lecture, discussion, and dialogue in higher schools CURRRICULUM Athens: Reading, writing, arithmetic, drama, music, physical education, literature, poetry Sparta: Drill, military songs, and tactics EDUCATIONAL GOALS Athens: To cultivate civic responsibilities with city- state and to develop well- rounded persons Sparta: To train soldiers and military leaders GREEK 1600 B.C. – 300 B.C.
- 48. INFLUENCES ON MODERN EDUCATION Emphasison education for practical administrative skills; relating education to civic responsibility STUDENTS Male children of citizens; ages 7-20 AGENTS Private schools and teachers; schools of rhetoric INSTRUCTIONAL METHOD Drill, memorization, and recitation in primary schools; declamation in rhetorical schools CURRRICULUM Reading, writing, arithmetic, Laws of Twelve Tables, law, philosophy EDUCATIONAL GOALS To develop civic responsibility for republic and then empire; to develop administrative and military skills ROMAN 750 B.C. – A.D. 450
- 49. INFLUENCES ON MODERN EDUCATION Arabicnumerals and computation; reentry of classical materials on science and medicine STUDENTS Male children of upper classes; ages 7-20 AGENTS Mosques; court schools INSTRUCTIONAL METHOD Drill, memorization, and recitation in lower schools; imitation and discussion in higher schools CURRRICULUM Reading, writing, mathematics, religious literature, scientific studies EDUCATIONAL GOALS To cultivate religious commitment to Islamic beliefs; to develop expertise in mathematics, medicine, and science ISLAMIC ARABIC A.D. 700 – A.D. 1350
- 50. INFLUENCES ON MODERN EDUCATION Establishedstructure, content, and organization of universities as major institutions of higher education; the institutionalization and preservation of knowledge STUDENTS Male children of upper classes or those entering religious life; girls and young women entering religious communities; ages 7-20 AGENTS Parish, chantry, and cathedral schools; universities; apprenticeship; knighthood CURRRICULUM Reading, writing, arithmetic, liberal arts; philosophy, theology; crafts; military tactics and chivalry EDUCATIONAL GOALS To develop religious commitment, knowledge, and ritual; to prepare persons for appropriate roles in a hierarchical society INSTRUCTIONAL METHOD Drill, memorization, recitation, chanting in lower schools; textual analysis and disputation inuniversities and in higher schools MEDIEVAL A.D. 500 – A.D. 1400
- 51. INFLUENCES ON MODERN EDUCATION Anemphasis on literary knowledge, excellence, and style as expressed in classical literature, a two-track system of schools STUDENTS Male children of aristocracy and upper classes; ages 7-20 AGENTS Classical humanist educators and schools such as the lycée, gymnasium, and Latin school INSTRUCTIONAL METHOD Memorization, translation, and analysis of Greek and Roman classics CURRRICULUM Latin, Greek, classical literature, poetry, art EDUCATIONAL GOALS To cultivate humanist experts in the classics (Greeks and Latin); to prepare courtiers for service to dynastic leaders RENAISSANCE A.D. 1350 – A.D. 1500
- 52. INFLUENCES ON MODERN EDUCATION Acommitment to universal education to provide literacy to the masses; the origins of school systems with supervision to ensure doctrinal conformity; the dual- track school system based on socioeconomic class and career goals STUDENTS Boys and girls ages 7-12 in vernacular schools; young men ages 7-12 of upper-class backgrounds in humanist schools AGENTS Vernacular elementary schools for the masses; classical schools for the upper classes INSTRUCTIONAL METHOD Memorization, drill, indoctrination, catechetical instruction in vernacular schools; translation and analysis of literature in humanist schools CURRRICULUM Reading, writing, arithmetic, catechism, religious concepts and rituals; Latin and Greek; theology EDUCATIONAL GOALS To instill commitment to a particular religious denomination; to cultivate general literacy REFORMATION A.D. 1500 – A.D. 1600
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