Education for All

1. FOUNDATIONS OF EDUCATION
INTERPRET EDUCATIONAL PROBLEMS IN THE LIGHT OF PHILOSOPHICAL AND LEGAL FOUNDATIONS OF
EDUCATION.
ANALYZE HISTORICAL, ECONOMIC, SOCIO-CULTURAL, GEOGRAPHICAL ENVIRONMENTAL, POLITICAL,
AND SOCIAL-PSYCHOLOGICAL FACTORS THAT AFFECT THE ROLE OF THE SCHOOL AS AN AGENT OF
CHANGE.

2. I. HISTORICAL FOUNDATIONS
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1. EARLY CONCEPTIONS OF EDUCATION
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1. Education for Conformity / Primitive Education
 Aims: To survive and to conform to the tribe to which they belong
 Contents: Practical and Theoretical Education
 Methods: Tell me and show me; trial and error; enculturation; indoctrination
 Proponents: Primitives
 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
 Contents: Moral and Theoretical Training
 Methods:imitation, memorization
 Proponents: Orientals (Chinese, Indians, Egyptians)

3.  1.3 Education for the Development of Individuality / Greek Education
 Aims: To promote individual success and welfare through the harmonious
development of the various aspects of human personality.
 Spartan: To develop a good soldier in each citizen
 Athenian: To perfect man (body and mind) for individual excellence needed for
public usefulness
 Contents: Spartan—military and physical training
 Athenians—liberal education
 Methods: Athenian—Principle of Individuality
 Spartan—Competition and rivalry
 Proponents: Greeks
4. Education for Utilitarianism / Roman Education
 Aims: To educate the Roman youth for realizing national ideals
 Content: Physical training (martial arts, use of war weapons)
 Methods: Elementary—memorization, imitation
 Secondary—literary exercises, intensive drill on speech, grammar
 Proponents: Romans

4. 1. MODERN CONCEPTIONS OF EDUCATION

 2.1 Education for Rich, Full Life / Italian or Individualistic Humanism
 Aims: To secure rich and full life for each individual through contacts with the ancient
 Contents: Grammar, Literature and Mathematics
 Methods: Text study, written themes, self-activity and self-expression
 Proponent: Vittorino de Feltre
2. Northern or Social Humanism
 Aims: For social reform
 Contents: Classical and Biblical literature (Religious)
 Methods: Individualized instruction, repetition and mastery, motivation, use of praise and rewards
 Proponent: Desiderius Erasmus
2. Reformation
 Aims: Religious moralism
 Content: Physical education, Character education, Math, History, Science
 Methods: memorization, religious indoctrination
 Proponent: Martin Luther

5. 2. Counter-Reformation
 Aims: To develop an unquestioning obedience to the authority of the church
 Contents: 4R’s (religion included)
 Methods: > Adapting the lesson to the abilities, needs, and interests of children
 Reviewing the previous lessons
 Repetition for mastery
 Memorization with understanding
 Use of textbooks
 Proponents: Christian Brothers, Jansenists, Jesuits
2. Education as Training of the Mind / Formal Discipline
 Aims: To train the mind through rigorous exercises in order to develop intellectual capacities
 To form character (mental, physical and moral)
 Contents: Classical Languages and Math; Physical (vigor of the body), mental (mental power), and moral (good conduct)
 Methods: Formal—sensation, memory and reasoning, Drill method
 Proponent: John Locke
2. Rationalism
 Aim: To enable man to think for themselves
 Contents: philosophical / scientific knowledge, ethics and morality
 Methods: critical analysis, application of reason
2. Education in Harmony with Nature / Naturalistic Conception of Education
 Aims: To develop the individual in accordance with the laws of human development and to preserve the natural goodness of man
 Contents: Holistic education (physical, moral, intellectual)
 Proponent: Jean Jacques Rousseau