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HISTORICAL FOUNDATIONS TO EDUCATION
The document summarizes different historical approaches to education between 700-1800 AD. It covers Muslim education from 700-1350 AD which focused on scientific, practical, religious and vocational topics. Italian humanism from 1350-1500 emphasized individual freedom and studying Greek/Roman classics. Northern humanism aimed for social/moral improvement. Protestant reformation stressed religious obedience. Catholic counter-reformation also emphasized religious indoctrination. Realism promoted practical education. Rationalism valued intellectual freedom. Naturalism advocated educating children according to natural development principles. Different eras utilized varying methods, curricula and financed education in unique ways.
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Introduces the chapter focusing on the historical foundations of education.
Discusses the Islamic educational system, emphasizing its scientific, practical, and religious curriculum, free elementary education, and significant contributions to mathematics and science.
Explores Italian Humanism's focus on academic freedom, liberal education, elitism in schooling, and its impact on modern academic values and classical literature.
Describes Northern Humanism's aim at improving social relationships through education, individualized instruction, and the significance of the printing press.
Examines the influence of the Protestant Reformation and Catholic Counter-Reformation emphasizing moralism, obedience to the church, and structured hierarchical education.
Analyzes the focus on comprehensive knowledge and practical education, with attention to various subjects for all age groups, highlighting financing differences.
Focuses on pragmatic decision-making education and social relations, emphasizing hands-on learning and financial contributions of pupils.
Details the role of character formation and habit development in education, employing strict methods such as corporal punishment and a focus on classical subjects.
Discusses intellectual freedom and reasoned living, highlighting an aristocracy of intellect and methods of fostering reasoning through classical subjects.
Explores education aligned with natural development, stressing child-centered learning principles, while addressing tuition fees and gender disparities in education.
Thank you note concluding the presentation.
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HISTORICAL FOUNDATIONS TO EDUCATION
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- 2. MUSLIM EDUCATION 700 A.D.-1350 A.D.) AIM/S STUDENTS METHOD of INSTRUCTION CURRICULUM AGENTS Scientific, Practical, Religious and Vocational At 5 – elementary At 14 – secondary University Lecture, observation and experimen- tation Focused on Math, Science, Literature, Philosophy, History Elementar y and Secondary school, Kuttab and University
- 3. MUSLIM EDUCATION 700 A.D.-1350 A.D.) FINANCING OUTSTANDING CONTRIBUTIONS Elementary education was free but higher education was not • First to use zero and the decimal system of notation that gave digits the value of position •Using the laboratory and experimental method in the teaching of science
- 4. HUMMANISM 1350 A.D.– 1500 A. ITALIAN/ INDIVIDUAL HUMMANISM AIM/S STUDENTS METHOD of INSTRUCTION CURRICULUM AGENTS Academic freedom, abundant living and liberal education -Limited to a few elite • Girls were taught by tutors at home •The boys had to go through school step by step: elementary, high school and university Lecture, Writing themes, •Development of self- expression •Aesthetic Education and Sufficient motivation •The Greek and Roman classics for appreciation • Varied human interests that make life truly beautiful •The world of nature; appreciation of the things of nature Lower or elementary schools, Secondary or court schools Universities
- 5. HUMMANISM 1350 A.D.– 1500 A. ITALIAN / INDIVIDUALHUMMANISM FINANCING OUTSTANDING CONTRIBUTIONS Rich children paid fees but the poor children did not . It provided the foundation of modern academic freedom •Renewed interest in the study of the Roman and Greek classics - Development of Court Schools for the nobility
- 6. HUMMANISM 1350 A.D.– 1500 B. NORTHERN/ SOCIAL HUMMANISM AIM/S STUDENTS METHOD OF INSTRUCTION CURRICULUM AGENTS Social, Religious, Improvement of Social Relationships • Eliminate the ignorance of the common people and the hypocrisy of social leaders. •Moral •Democratic type of Education •Youth of the upper classes and to prepare scholars and clergy for the future leadership in the church/court s Individualized instruction •Games and exercise •Repetition and mastery •Small units of work at a time •Motivation, praise and rewards (ERASMUS) Vernacular, double translation •Religious Education •Classical Literature •Court Schools, Universities
- 7. HUMMANISM 1350 A.D.– 1500 B. NORTHERN/ SOCIAL HUMMANISM FINANCING OUTSTANDING CONTRIBUTIONS The students paid fees in all the schools • Emphasis on the social purposes of education •Invention of printing press
- 8. RELIGIOUS MORALISM ASAN EDUCATIONAL FORCE 1500 A.D – 1600 A. Protestant Reformation AIM/S STUDENTS METHOD OF INSTRUCTION CURRICULUM AGENTS Religious moralism and Complete obedience to church -Boys and girls ages (7- 12) in vernacular schools •Young men of upper class in universities Excessive formalism, Religious indoctrination Religion with the Bible and other religious materials as texts 2. Singing and physical education 3. Reading, writing and arithmetic . Religion with the Bible and other religious materials as texts 2. Singing and physical education 3. Reading, writing and arithmetic Home, Civil authorities, Church, Vernacular primary school, Classical secondary school ) and University
- 9. RELIGIOUS MORALISM ASAN EDUCATIONAL FORCE 1500 A.D – 1600 Protestant Reformation FINANCING INFLUENCE ON EDUCATION In the vernacular elementary schools, education was free but in the higher schools the students had to pay tuition fees 1. The development of secondary schools(Saxony Plan by Melanchton) 2. The class-a-year plan which became the model of a graded school organization
- 10. RELIGIOUS MORALISM ASAN EDUCATIONAL FORCE CATHOLIC COUNTER-REFORMATION AIM/S STUDENTS METHOD OF INSTRUCTION CURRICULUM AGENTS Religious moralism and Complete obedience to church -Elementary for the poor • Secondary and higher education for the future leaders General method Grading pupils according to their ability They made the pupils recite to the class Phonetic method 4 R’s – Reading, writing, arithmetic and religion in elementary 2. More advanced study of classical literature 3. Math and logic Elementary schools, secondary schools, higher schools (universities) and teacher training schools
- 11. RELIGIOUS MORALISM ASAN EDUCATIONAL FORCE 1500 A.D – 1600 CATHOLIC COUNTER-REFORMATION FINANCING CONTRIBUTIONS TO EDUCATION Free elementary education for the poor - The phonetic method of teaching reading and groupings according to ability Convent Schools -Realm of professional education -graduate schools of Law and Medicine and teacher Training
- 12. REALISM A. VERBAL REALISM AIM/SSTUDENTS METHOD OF INSTRUCTION CURRICULUM AGENTS . Complete knowledge and understanding of environment Development of Personality (VIVES) Development of the whole man (REBELAIS) Education is to prepare for actual living (MILTON) Birth-6 y/o, - home • 7- the boy had to enter public day school • 12-21 -the boy should be given his entire education in the academy • Upper courses were taken in the university Practical and liberal education that would enable man to adjust himself to his environment Encyclopedic that is they covered almost all subject matters •Learning of the vernacular before learning other language (VIVES) •Phy. Exercise, games, Bible study, readings of classics •Parents
- 13. REALISM A. VERBAL REALISM FINANCINGCONTRIBUTIONS TO EDUCATION Pupils in the lower schools were free but those of the higher schools had to pay tuition fees especially in private schools. Practical education that would enable man to adjust himself to his environment
- 14. REALISM B. SOCIAL REALISM AIM/SSTUDENTS METHOD OF INSTRUCTION CURRICULUM AGENTS Pragmatic utilitarian , (MAN OF THE WORLD) decision making and social relations The boy started with a tutor, then attended either the academy or the Ritteraka- demie. •For a professional course, he attended a university Tutorial system, Observation and social contact rather than books Travel •Competition application of what had been learned History as a study of man’s past experiences •study of human behavior, responsibiliti es and duties •Travel and experience Tutor, Academies and Ritterakademie
- 15. REALISM B. SOCIAL REALISM FINANCINGCONTRIBUTIONS TO EDUCATION The pupils had to pay fees to the school and their tutors Tutorial system, finishing schools and private military academies
- 16. FORMAL DISCIPLINE FIRST HALFOF THE 18TH CENTURY AIM/S STUDENTS METHOD OF INSTRUCTION CURRICULUM AGENTS Formation of character and good habit formation elementary, secondary school and college laws of habit formation: desirable habits of thinking and acting •Drill and exercise •corporal punishment was used extensively spelling, arithmetic, and grammar and later history, geography and elementary science were offered classical languages and Math, English Religiously motivated elementary school, Humanistic secondary school, Humanistic college or university, Tutor
- 17. FORMAL DISCIPLINE FIRST HALFOF THE 18TH CENTURY FINANCING CONTRIBUTIONS TO EDUCATION Pupils were admitted free in the vernacular elementary schools but paid fees in the higher schools Formal discipline as an educational process Habit formation
- 18. RATIONALISM AIM/S STUDENTS METHODOF INSTRUCTION CURRICULUM AGENTS Intellectual freedom, Living a life guided by reason, Aristocracy of intelligence The students went through the elementary, secondary and college Sense based and application of reason philosophy, science, art, literature and social refinement, polished manners, formal etiquette, and codes of self- interest. There was no religion Secondary and higher schools, Encyclopedia, Fashionable salons
- 19. RATIONALISM FINANCING CONTRIBUTIONS TOEDUCATION They paid tuition fees Training of creative thinking and reasoning (logic) •Use of the inductive method in making generalizations
- 20. NATURALISM 18TH CENTURY AIM/S STUDENTS METHODOF INSTRUCTION CURRICULUM AGENTS Educate the child in accordance to the natural law as of developmen t, free from all that’s artificial (Rosseau) The students went through the elementary, secondary and college •Women had inferior education The child as the center of the Education Process •Needs •Activity •Experience •Knowledge Early Stage- Sensory Training Later Stage: Science, Language Math, Manual Work, Moral Education •Parents •Tutorship
- 21. NATURALISM 18TH CENTURY FINANCING CONTRIBUTIONS TOEDUCATION They paid tuition fees Education should follow the natural stages of development of the child. Principle of Growth Principle of Activity Principle of Individualization
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