1) The document provides a comprehensive overview of the historical foundations of education from ancient philosophers like Socrates and Plato through the development of educational systems in colonial America.
2) Education evolved significantly over time, from being limited to elite males studying classical texts, to the establishment of basic schooling requirements in the American colonies in the 1600s.
3) Educational approaches differed across regions, with the New England colonies emphasizing religious instruction, the southern colonies relying more on private tutoring, and the middle colonies featuring diverse religious schools.
MEN in Modern Education_16th to 17th centuriesjeanvispo
This document summarizes the contributions of 8 significant men in education from the 16th-17th centuries. It discusses John Amos Comenius, considered the "Father of Modern Education" who advocated using visual aids and play in teaching. It also outlines the works and educational philosophies of John Locke, Francis Bacon, Richard Mulcaster, Francois Fenelon, Wolfgang Ratke, Martin Luther, and St. John Baptist de La Salle, highlighting their impacts on areas like curriculum, teaching methods, and accessibility of education.
This document provides a summary of influential men in modern education from the 16th to 20th centuries. It discusses the works and educational philosophies of key figures such as John Amos Comenius, John Locke, Francis Bacon, Richard Mulcaster, Francois Fenelon, Wolfgang Ratke, Martin Luther, St. John Baptist de La Salle, Johann Heinrich Pestalozzi, Friedrich Wilhelm August Froebel, Jean Jacques Rosseau, and Johann Friedrich Herbart. Many of these men advocated for principles of child-centered education, learning through experience and observation, and adapting instruction to students' individual needs and abilities.
Historical development of education and pedagogySebastianPrez17
Naturally, one of the humans’ principal needs is the knowledge requirement, then from the beginning of the ages the human has looked for the way to know, therefore, in every society throughout history, however primitive it is, There has always been present the education.
Right from the beginning, education was assigned the status of an art – the art of teaching, of leading children to knowledge. The profession of educator first emerged in Ancient Greece. Back then, the role of educator was performed by slaves.
At the end of the 19th century, the development of such scientific fields as sociology and psychology is accompanied by the emergence of pedagogy as an applied science. Nowadays, pedagogy is treated as a science with the understanding that its ultimate objective, as in the other cases, is not so much to describe or explain but instead to guide the process of teaching and learning. It is as a discipline geared towards the practical application of acquired knowledge.
Thus, the history of pedagogy is the history of pedagogues, as Jean Houssaye put it, Jean Piaget, John Locke, practitioners and theorists of the instructional process, whose practical skills employed in the educational process are more important than theoretical concepts, and vice versa.
This document provides information about important historical figures, periods, and concepts related to the development of education from the 16th century to present day. It includes details about influential philosophers, scientists, educators, and their contributions to fields like pedagogy, andragogy, distance learning, and early childhood education. Key periods and movements discussed include the Age of Reason, Scientific Revolution, and Enlightenment.
The document provides an overview of the Enlightenment period in Europe during the 18th century. It discusses key ideas and figures of the Enlightenment such as rejection of tradition, emphasis on reason and science, salons as places of intellectual discussion, and prominent thinkers like Galileo, Vesalius, Bacon, and Newton. It also summarizes political developments in England like the English Civil War and Glorious Revolution that weakened royal power and elevated the role of Parliament.
Scholasticism was a method of learning taught at medieval universities between 1100-1500 CE that was based on Aristotelian logic and Catholic tradition. It emphasized the study of the seven liberal arts, particularly dialectic. Scholastics would study texts from Church councils, papal letters, and ancient commentaries in order to debate theological issues between different orders like the Franciscans and Dominicans. Key figures included Anselm of Canterbury, Peter Abélard, Thomas Aquinas, Duns Scotus, and William of Ockham.
Historical Foundation of Modern Times Educationkayumangi
It was believed that Historical foundation of Modern Times Education started between 1300 to 1700 years. Everything in this presentation was a gathered information from different references that helps me accomplished my report.
This document provides a brief history of pedagogy and education from ancient times to present. It begins with the etymology of "pedagogy" originating from ancient Greek and Latin terms meaning "to lead a child." It then summarizes key developments in ancient China, the Middle East, Egypt, Greece, and Rome. The document continues discussing education in the Islamic world, Middle Ages focusing on religious education, Renaissance emphasizing classics, and contributions of famous pedagogues like Comenius, Freinet, Fröbel, Pestalozzi, Montessori, Piaget, Dewey, Freire, Vygotsky, and Bloom.
MEN in Modern Education_16th to 17th centuriesjeanvispo
This document summarizes the contributions of 8 significant men in education from the 16th-17th centuries. It discusses John Amos Comenius, considered the "Father of Modern Education" who advocated using visual aids and play in teaching. It also outlines the works and educational philosophies of John Locke, Francis Bacon, Richard Mulcaster, Francois Fenelon, Wolfgang Ratke, Martin Luther, and St. John Baptist de La Salle, highlighting their impacts on areas like curriculum, teaching methods, and accessibility of education.
This document provides a summary of influential men in modern education from the 16th to 20th centuries. It discusses the works and educational philosophies of key figures such as John Amos Comenius, John Locke, Francis Bacon, Richard Mulcaster, Francois Fenelon, Wolfgang Ratke, Martin Luther, St. John Baptist de La Salle, Johann Heinrich Pestalozzi, Friedrich Wilhelm August Froebel, Jean Jacques Rosseau, and Johann Friedrich Herbart. Many of these men advocated for principles of child-centered education, learning through experience and observation, and adapting instruction to students' individual needs and abilities.
Historical development of education and pedagogySebastianPrez17
Naturally, one of the humans’ principal needs is the knowledge requirement, then from the beginning of the ages the human has looked for the way to know, therefore, in every society throughout history, however primitive it is, There has always been present the education.
Right from the beginning, education was assigned the status of an art – the art of teaching, of leading children to knowledge. The profession of educator first emerged in Ancient Greece. Back then, the role of educator was performed by slaves.
At the end of the 19th century, the development of such scientific fields as sociology and psychology is accompanied by the emergence of pedagogy as an applied science. Nowadays, pedagogy is treated as a science with the understanding that its ultimate objective, as in the other cases, is not so much to describe or explain but instead to guide the process of teaching and learning. It is as a discipline geared towards the practical application of acquired knowledge.
Thus, the history of pedagogy is the history of pedagogues, as Jean Houssaye put it, Jean Piaget, John Locke, practitioners and theorists of the instructional process, whose practical skills employed in the educational process are more important than theoretical concepts, and vice versa.
This document provides information about important historical figures, periods, and concepts related to the development of education from the 16th century to present day. It includes details about influential philosophers, scientists, educators, and their contributions to fields like pedagogy, andragogy, distance learning, and early childhood education. Key periods and movements discussed include the Age of Reason, Scientific Revolution, and Enlightenment.
The document provides an overview of the Enlightenment period in Europe during the 18th century. It discusses key ideas and figures of the Enlightenment such as rejection of tradition, emphasis on reason and science, salons as places of intellectual discussion, and prominent thinkers like Galileo, Vesalius, Bacon, and Newton. It also summarizes political developments in England like the English Civil War and Glorious Revolution that weakened royal power and elevated the role of Parliament.
Scholasticism was a method of learning taught at medieval universities between 1100-1500 CE that was based on Aristotelian logic and Catholic tradition. It emphasized the study of the seven liberal arts, particularly dialectic. Scholastics would study texts from Church councils, papal letters, and ancient commentaries in order to debate theological issues between different orders like the Franciscans and Dominicans. Key figures included Anselm of Canterbury, Peter Abélard, Thomas Aquinas, Duns Scotus, and William of Ockham.
Historical Foundation of Modern Times Educationkayumangi
It was believed that Historical foundation of Modern Times Education started between 1300 to 1700 years. Everything in this presentation was a gathered information from different references that helps me accomplished my report.
This document provides a brief history of pedagogy and education from ancient times to present. It begins with the etymology of "pedagogy" originating from ancient Greek and Latin terms meaning "to lead a child." It then summarizes key developments in ancient China, the Middle East, Egypt, Greece, and Rome. The document continues discussing education in the Islamic world, Middle Ages focusing on religious education, Renaissance emphasizing classics, and contributions of famous pedagogues like Comenius, Freinet, Fröbel, Pestalozzi, Montessori, Piaget, Dewey, Freire, Vygotsky, and Bloom.
Ancient Greek philosophers such as Socrates, Plato, and Aristotle developed theories of education and learning. Socrates used questioning to lead students to truth through dialectic. Plato believed knowledge comes from recollection of ideas and the role of education is to transform students' souls. Aristotle was a realist who believed knowledge comes from experience and study of the material world. He viewed education as developing citizens' rational abilities through habituation and instruction. Their theories emphasize using questioning, discussion, and applying ideas to develop critical thinking skills.
The document discusses the key changes in religion, literature, art, and culture during the Renaissance period from the 15th to 16th centuries in Italy. Specifically, it summarizes that humanism emerged which focused on human beings and their ability to change their own lives through studying history, philosophy, anatomy and the literature and art of antiquity in Greek and Latin. Additionally, humanists were curious, multi-disciplinary scholars like Erasmus of Rotterdam and Thomas More who defended seeking truth through reason and experience rather than solely relying on religion. The printing press also helped spread humanist ideas to more people by making books cheaper and more widely available.
The document discusses the key ideas and figures of the Enlightenment period in Europe. It began as an expansion of ideas from the Scientific Revolution and Renaissance, emphasizing reason and secularism over tradition and superstition. Major Enlightenment thinkers like Kant and Voltaire advocated using reason to understand the world and promote tolerance. They helped establish the "Republic of Letters" through salons and publications like Diderot's Encyclopedia, which aimed to compile all knowledge.
Research quality, bibliometrics and the republic of scienceMichael Peters
Ideologies of Knowledge & Knowledge Cultures
English Renaissance: Forbidden Knowledge – Marlow’s Dr Faustus
French Enlightenment – Encyclopedic Knowledge – Diderot’s L'Encyclopédie
Postmodern Knowledge Economy - Thomson’s ‘total information solution’
2. Byblos, Bibliographies & Bibliometrics
Journals, Journology & The Origins of Peer Review
Bibliometrics and the Architecture of Global Science
Research Quality and the Development of National Systems
3. Peer Review, Bibliometrics & the Governance of Science
Quality Assurance Replaces ‘Truth’ as Core Commitment of Post-normal Science & the Case for ‘Extended Peer Review’
The Centrality of Peer Review to the Republic of Science and the Shift to Bibliometrics
The Limitations of Citation Analysis
Research quality, bibliometrics and the republic ofmpt001
This document discusses the history of knowledge organization and bibliometrics. It begins by outlining different ideologies of knowledge that emerged from the English Renaissance, French Enlightenment, and modern information economy. It then discusses the origins of bibliographies, journals, and peer review in the 17th century. Finally, it addresses the development of bibliometrics and its role in quality assurance and governance of science. Key points include the ideological drives behind encyclopedias like Diderot's to make knowledge widely accessible, and the establishment of peer review and bibliometrics in shaping the "Republic of Science."
Education involves facilitating learning and acquiring knowledge, skills, and habits through both formal and informal means. Formal education is commonly divided into stages such as preschool/kindergarten, primary school, secondary school, and college/university. A right to education has been recognized in many places. Education aims to teach both practical skills and social values from one generation to the next.
Science in the 16th Century- Interactive LectureCaitlin Pala
This document discusses science in early modern Europe, including:
1) There was debate around whether there was a "Scientific Revolution" and how science related to religion. Science was created by communities of scholars, not just individuals.
2) The term "science" comes from the Latin scientia, meaning knowledge. Natural philosophy and history created knowledge about the natural world and were part of the medieval university.
3) Early modern science included organizations like the Accademia dei Lincei that brought together natural historians, as well as figures like Tycho Brahe who made important astronomical observations.
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
Historical development of education and historical development ofDavid Japón
1. The document discusses the historical development of education and pedagogy from primitive societies to modern times. It traces the evolution of education in ancient Greece, Rome, the Middle Ages, Renaissance, and 19th century.
2. During these periods, education was accessible mostly to elite classes and focused on subjects like religion, classics, and vocational skills. Important early educators included Socrates, Aristotle, and philosophers from China and Persia.
3. In the 19th century, new thinkers emerged who advocated for student-centered, active learning to replace rote memorization. They sought to integrate women and encourage independent thinking over obedience.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
The document provides information about key figures and developments during the Scientific Revolution and Enlightenment era in Europe between 1500-1700:
- During this time, European thinkers began relying more on reasoning and experimentation rather than traditional beliefs, leading to advances in science and the scientific method. This sparked the Scientific Revolution and an explosion of new knowledge.
- Thinkers like Copernicus, Kepler, Galileo, and Newton contributed greatly to developments in astronomy, physics, and the understanding that the universe follows definite natural laws.
- The Scientific Revolution influenced the Enlightenment period in the 1700s, where it was believed that applying reason could solve social and political problems and free people from ignorance.
- Political philosophers
Education involves the transfer of knowledge, skills, values and habits from one generation to the next through various methods such as teaching, discussion, and research. It can take place both formally in schools or informally between individuals. Any experience that shapes how one thinks and acts can be considered a form of education. Globally, many governments and international agreements recognize the right to education.
The document discusses key figures and developments during the Age of Reason (17th-18th centuries) including:
- Hippocrates who rejected disease as supernatural punishment and established the Hippocratic Oath.
- Euclid who founded mathematics and wrote the influential textbook "Elements".
- Copernicus and Galileo who proposed and supported the heliocentric model of the solar system, challenging biblical views.
- Sir Isaac Newton who discovered gravity and laws of motion and developed calculus.
- Advances in many fields including astronomy, chemistry, anatomy through figures like Halley, Herschel, Paracelsus, Vesalius, Harvey, Jenner, Boyle, and Lavoisier.
The history of science developed as an academic discipline in the early 20th century as the role of science changed. Two influential events in the 1930s helped establish the field's focus on external influences on science: Boris Hessen argued that Newton's work was influenced by 17th century industry, and Ludwik Fleck presented the social nature of scientific knowledge and thought styles. After WWII, Vannevar Bush and James Conant encouraged the study of history of science to improve understanding of science. Thomas Kuhn's 1962 book challenged the view of science as a linear march of progress, arguing scientific revolutions occurred through paradigm shifts, influencing views of science outside academia.
The document summarizes key aspects of late medieval scholasticism, the Crusades, Gothic architecture, and French Gothic architecture. Scholasticism emphasized rigorous dialectical methods and conceptual analysis. Major scholastic thinkers included Anselm, Abelard, Aquinas. The Crusades were a series of wars launched by European Christians against Muslims to control holy sites like Jerusalem. Gothic architecture featured pointed arches, ribbed vaults, and flying buttresses, emphasizing verticality and light. French Gothic styles progressed from Early Gothic to Rayonnant and Flamboyant styles over centuries of cathedral construction.
The history of science is the study of the development of science and scientific knowledge, including both the natural sciences and social sciences. (The history of the arts and humanities is termed as the history of scholarship.) Science is a body of empirical, theoretical, and practical knowledge about the natural world, produced by scientists who emphasize the observation, explanation, and prediction of real world phenomena. Historiography of science, in contrast, studies the methods by which historians study the history of science.
The English word scientist is relatively recent—first coined by William Whewell in the 19th century.[1] Previously, people investigating nature called themselves "natural philosophers". While empirical investigations of the natural world have been described since classical antiquity (for example, by Thales and Aristotle), and scientific method has been employed since the Middle Ages (for example, by Ibn al-Haytham and Roger Bacon), modern science began to develop in the early modern period, and in particular in the scientific revolution of 16th- and 17th-century Europe.[2] Traditionally, historians of science have defined science sufficiently broadly to include those earlier inquiries.[3]
From the 18th century through late 20th century, the history of science, especially of the physical and biological sciences, was often presented in a progressive narrative in which true theories replaced false beliefs.[4] Some more recent historical interpretations, such as those of Thomas Kuhn, tend to portray the history of science in different terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science
Education has evolved greatly over thousands of years, from early informal teachings passed through oral tradition to today's widespread systems of formal education. Some key developments include ancient Egyptian temples schools in 3000 BC, the first schools in China in 2000 BC, and schools established by Plato and Aristotle in Greece in 387 and 355 BC. The printing press in 1450 and the internet in the late 1990s dramatically increased access to information and learning resources. While most nations now aim to provide education for all, many parts of the world still struggle to make even basic education universally available.
The document traces the evolution and development of science education globally and in India through various landmarks. Some key developments globally included Roger Bacon emphasizing the value of experiments, the establishment of the Royal Society in 1664, and the introduction of science in school curriculums in the 19th century. In India, major developments included the recommendations of the Secondary Education Commission in 1953 to integrate science education, establishment of the NCERT Department of Science Education in 1961, and the National Policy on Education in 1986 emphasizing science education. The document provides details on committees, policies and initiatives that have shaped science education in India over time.
Historical development of education pedagogyDianaAbigail3
The document summarizes the historical development of education and pedagogy. Some of the key points made include:
- The oldest known education systems taught religion and maintained cultural traditions. Thinkers like Socrates, Plato, and Aristotle in ancient Greece influenced education by aiming to prepare youth for leadership.
- In medieval times, education developed through apprenticeships or religious service, and was mostly a privilege for higher social classes. The Renaissance saw a growth in humanist educators and schools established by Protestant churches.
- Major educational theorists through the 16th-19th centuries include Comenius, Rousseau, Pestalozzi, and Friedrich Froebel who introduced kindergarten. Public school systems
Pakistan experienced devastating floods in 2011 that affected over 20 million people. The floods were caused by heavy monsoon rains in late July and August, with the worst flooding occurring in the provinces of Sindh and Punjab. Entire villages were swept away and infrastructure such as roads, bridges and crops were destroyed, leaving millions homeless and without basic necessities like food, water and shelter.
This document discusses the impact of high-stakes testing on English language learners in Texas public schools and the implications for the rest of the nation. It analyzes issues faced by ELL students and schools that educate large numbers of ELLs. While standardized tests are meant to improve achievement, they may not accurately measure learning for ELLs. The No Child Left Behind Act requires standardized testing but provides some flexibility. Research is needed on both positive and negative effects of testing on ELLs. The document also discusses accountability pressures on schools from high-stakes testing and ensuring learning is measurable.
Ancient Greek philosophers such as Socrates, Plato, and Aristotle developed theories of education and learning. Socrates used questioning to lead students to truth through dialectic. Plato believed knowledge comes from recollection of ideas and the role of education is to transform students' souls. Aristotle was a realist who believed knowledge comes from experience and study of the material world. He viewed education as developing citizens' rational abilities through habituation and instruction. Their theories emphasize using questioning, discussion, and applying ideas to develop critical thinking skills.
The document discusses the key changes in religion, literature, art, and culture during the Renaissance period from the 15th to 16th centuries in Italy. Specifically, it summarizes that humanism emerged which focused on human beings and their ability to change their own lives through studying history, philosophy, anatomy and the literature and art of antiquity in Greek and Latin. Additionally, humanists were curious, multi-disciplinary scholars like Erasmus of Rotterdam and Thomas More who defended seeking truth through reason and experience rather than solely relying on religion. The printing press also helped spread humanist ideas to more people by making books cheaper and more widely available.
The document discusses the key ideas and figures of the Enlightenment period in Europe. It began as an expansion of ideas from the Scientific Revolution and Renaissance, emphasizing reason and secularism over tradition and superstition. Major Enlightenment thinkers like Kant and Voltaire advocated using reason to understand the world and promote tolerance. They helped establish the "Republic of Letters" through salons and publications like Diderot's Encyclopedia, which aimed to compile all knowledge.
Research quality, bibliometrics and the republic of scienceMichael Peters
Ideologies of Knowledge & Knowledge Cultures
English Renaissance: Forbidden Knowledge – Marlow’s Dr Faustus
French Enlightenment – Encyclopedic Knowledge – Diderot’s L'Encyclopédie
Postmodern Knowledge Economy - Thomson’s ‘total information solution’
2. Byblos, Bibliographies & Bibliometrics
Journals, Journology & The Origins of Peer Review
Bibliometrics and the Architecture of Global Science
Research Quality and the Development of National Systems
3. Peer Review, Bibliometrics & the Governance of Science
Quality Assurance Replaces ‘Truth’ as Core Commitment of Post-normal Science & the Case for ‘Extended Peer Review’
The Centrality of Peer Review to the Republic of Science and the Shift to Bibliometrics
The Limitations of Citation Analysis
Research quality, bibliometrics and the republic ofmpt001
This document discusses the history of knowledge organization and bibliometrics. It begins by outlining different ideologies of knowledge that emerged from the English Renaissance, French Enlightenment, and modern information economy. It then discusses the origins of bibliographies, journals, and peer review in the 17th century. Finally, it addresses the development of bibliometrics and its role in quality assurance and governance of science. Key points include the ideological drives behind encyclopedias like Diderot's to make knowledge widely accessible, and the establishment of peer review and bibliometrics in shaping the "Republic of Science."
Education involves facilitating learning and acquiring knowledge, skills, and habits through both formal and informal means. Formal education is commonly divided into stages such as preschool/kindergarten, primary school, secondary school, and college/university. A right to education has been recognized in many places. Education aims to teach both practical skills and social values from one generation to the next.
Science in the 16th Century- Interactive LectureCaitlin Pala
This document discusses science in early modern Europe, including:
1) There was debate around whether there was a "Scientific Revolution" and how science related to religion. Science was created by communities of scholars, not just individuals.
2) The term "science" comes from the Latin scientia, meaning knowledge. Natural philosophy and history created knowledge about the natural world and were part of the medieval university.
3) Early modern science included organizations like the Accademia dei Lincei that brought together natural historians, as well as figures like Tycho Brahe who made important astronomical observations.
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
Historical development of education and historical development ofDavid Japón
1. The document discusses the historical development of education and pedagogy from primitive societies to modern times. It traces the evolution of education in ancient Greece, Rome, the Middle Ages, Renaissance, and 19th century.
2. During these periods, education was accessible mostly to elite classes and focused on subjects like religion, classics, and vocational skills. Important early educators included Socrates, Aristotle, and philosophers from China and Persia.
3. In the 19th century, new thinkers emerged who advocated for student-centered, active learning to replace rote memorization. They sought to integrate women and encourage independent thinking over obedience.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
The document provides information about key figures and developments during the Scientific Revolution and Enlightenment era in Europe between 1500-1700:
- During this time, European thinkers began relying more on reasoning and experimentation rather than traditional beliefs, leading to advances in science and the scientific method. This sparked the Scientific Revolution and an explosion of new knowledge.
- Thinkers like Copernicus, Kepler, Galileo, and Newton contributed greatly to developments in astronomy, physics, and the understanding that the universe follows definite natural laws.
- The Scientific Revolution influenced the Enlightenment period in the 1700s, where it was believed that applying reason could solve social and political problems and free people from ignorance.
- Political philosophers
Education involves the transfer of knowledge, skills, values and habits from one generation to the next through various methods such as teaching, discussion, and research. It can take place both formally in schools or informally between individuals. Any experience that shapes how one thinks and acts can be considered a form of education. Globally, many governments and international agreements recognize the right to education.
The document discusses key figures and developments during the Age of Reason (17th-18th centuries) including:
- Hippocrates who rejected disease as supernatural punishment and established the Hippocratic Oath.
- Euclid who founded mathematics and wrote the influential textbook "Elements".
- Copernicus and Galileo who proposed and supported the heliocentric model of the solar system, challenging biblical views.
- Sir Isaac Newton who discovered gravity and laws of motion and developed calculus.
- Advances in many fields including astronomy, chemistry, anatomy through figures like Halley, Herschel, Paracelsus, Vesalius, Harvey, Jenner, Boyle, and Lavoisier.
The history of science developed as an academic discipline in the early 20th century as the role of science changed. Two influential events in the 1930s helped establish the field's focus on external influences on science: Boris Hessen argued that Newton's work was influenced by 17th century industry, and Ludwik Fleck presented the social nature of scientific knowledge and thought styles. After WWII, Vannevar Bush and James Conant encouraged the study of history of science to improve understanding of science. Thomas Kuhn's 1962 book challenged the view of science as a linear march of progress, arguing scientific revolutions occurred through paradigm shifts, influencing views of science outside academia.
The document summarizes key aspects of late medieval scholasticism, the Crusades, Gothic architecture, and French Gothic architecture. Scholasticism emphasized rigorous dialectical methods and conceptual analysis. Major scholastic thinkers included Anselm, Abelard, Aquinas. The Crusades were a series of wars launched by European Christians against Muslims to control holy sites like Jerusalem. Gothic architecture featured pointed arches, ribbed vaults, and flying buttresses, emphasizing verticality and light. French Gothic styles progressed from Early Gothic to Rayonnant and Flamboyant styles over centuries of cathedral construction.
The history of science is the study of the development of science and scientific knowledge, including both the natural sciences and social sciences. (The history of the arts and humanities is termed as the history of scholarship.) Science is a body of empirical, theoretical, and practical knowledge about the natural world, produced by scientists who emphasize the observation, explanation, and prediction of real world phenomena. Historiography of science, in contrast, studies the methods by which historians study the history of science.
The English word scientist is relatively recent—first coined by William Whewell in the 19th century.[1] Previously, people investigating nature called themselves "natural philosophers". While empirical investigations of the natural world have been described since classical antiquity (for example, by Thales and Aristotle), and scientific method has been employed since the Middle Ages (for example, by Ibn al-Haytham and Roger Bacon), modern science began to develop in the early modern period, and in particular in the scientific revolution of 16th- and 17th-century Europe.[2] Traditionally, historians of science have defined science sufficiently broadly to include those earlier inquiries.[3]
From the 18th century through late 20th century, the history of science, especially of the physical and biological sciences, was often presented in a progressive narrative in which true theories replaced false beliefs.[4] Some more recent historical interpretations, such as those of Thomas Kuhn, tend to portray the history of science in different terms, such as that of competing paradigms or conceptual systems in a wider matrix that includes intellectual, cultural, economic and political themes outside of science
Education has evolved greatly over thousands of years, from early informal teachings passed through oral tradition to today's widespread systems of formal education. Some key developments include ancient Egyptian temples schools in 3000 BC, the first schools in China in 2000 BC, and schools established by Plato and Aristotle in Greece in 387 and 355 BC. The printing press in 1450 and the internet in the late 1990s dramatically increased access to information and learning resources. While most nations now aim to provide education for all, many parts of the world still struggle to make even basic education universally available.
The document traces the evolution and development of science education globally and in India through various landmarks. Some key developments globally included Roger Bacon emphasizing the value of experiments, the establishment of the Royal Society in 1664, and the introduction of science in school curriculums in the 19th century. In India, major developments included the recommendations of the Secondary Education Commission in 1953 to integrate science education, establishment of the NCERT Department of Science Education in 1961, and the National Policy on Education in 1986 emphasizing science education. The document provides details on committees, policies and initiatives that have shaped science education in India over time.
Historical development of education pedagogyDianaAbigail3
The document summarizes the historical development of education and pedagogy. Some of the key points made include:
- The oldest known education systems taught religion and maintained cultural traditions. Thinkers like Socrates, Plato, and Aristotle in ancient Greece influenced education by aiming to prepare youth for leadership.
- In medieval times, education developed through apprenticeships or religious service, and was mostly a privilege for higher social classes. The Renaissance saw a growth in humanist educators and schools established by Protestant churches.
- Major educational theorists through the 16th-19th centuries include Comenius, Rousseau, Pestalozzi, and Friedrich Froebel who introduced kindergarten. Public school systems
Pakistan experienced devastating floods in 2011 that affected over 20 million people. The floods were caused by heavy monsoon rains in late July and August, with the worst flooding occurring in the provinces of Sindh and Punjab. Entire villages were swept away and infrastructure such as roads, bridges and crops were destroyed, leaving millions homeless and without basic necessities like food, water and shelter.
This document discusses the impact of high-stakes testing on English language learners in Texas public schools and the implications for the rest of the nation. It analyzes issues faced by ELL students and schools that educate large numbers of ELLs. While standardized tests are meant to improve achievement, they may not accurately measure learning for ELLs. The No Child Left Behind Act requires standardized testing but provides some flexibility. Research is needed on both positive and negative effects of testing on ELLs. The document also discusses accountability pressures on schools from high-stakes testing and ensuring learning is measurable.
In July 2010, exceptional monsoon rains in northern Pakistan caused heavy flooding that affected over 18 million people, more than other major natural disasters combined. The floods covered one-fifth of the country and displaced hundreds of thousands who are still in need of permanent shelter. NGOs provided emergency and long-term assistance including shelter kits, water purification tablets, hygiene training, and goats to help families recover and become self-sufficient again.
Hundreds of thousands of animals and some people have died in East Africa due to a severe drought over the past three years. Pastoralists who rely on their livestock as their primary source of income and food have been hardest hit, traveling long distances in search of water and grazing land for their animals. Without rains expected by September, more people may perish from lack of food and water-borne illness. The situation requires increased emergency aid for food, water, and medical relief for the millions of vulnerable people across the region.
Christ redeemed believers from the curse of the law by becoming cursed on the cross so that Gentiles may receive blessings through faith in Christ and the promise of the Holy Spirit. When believers have faith, they are sealed with the Holy Spirit as a deposit until redemption, showing that the unbreakable covenant promises believers blessings through sharing in the Holy Spirit and the goodness of God's word.
The document discusses biblical passages about covenants and blood from Exodus and Jeremiah. It mentions that Moses sprinkled blood from sacrifices on the people and the altar to establish the covenant between God and the Israelites. A passage from Jeremiah foretells a new covenant God will make in the future where he will forgive sins and be their God. The document also quotes Jesus saying "This cup is the new covenant of my blood."
Frame- interazione tra persone ed oggetti in reteGiovanna
il progetto FRAME è nato come lavoro di tesi di laurea di Giovanna Palladino. Luogo d'origine: Corso di laurea in Disegno Industriale per la Moda - SUN. Attori: studenti dei Corsi di laurea in Disegno Industriale (nazionalità?) e Aziende e PMI.
This document provides an overview of approaches to studying the New Testament, including the world behind, within, and in front of the text. It discusses author-centered, text-centered, and reader-centered approaches. Several methods of biblical study are explained in brief, including background studies, textual criticism, source criticism, and form criticism. Examples are given analyzing passages from the gospels using these different critical methods.
The document discusses how everything leaves an imprint and is imprinted by what came before. It talks about how we are all interconnected and part of a larger whole. It also references a quote about how the universe is an imprint that imprints us as we imprint it.
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Bossow is hosting an Independence Day party at their driveway from 5:00 PM to midnight on July 4th. Guests are invited to swim, play lawn games, and socialize while eating burgers and other dishes provided by the hosts. At dusk around 10 PM, a fireworks display will take place. Attendees should bring a lawn chair, swimsuit, towel, and their own beverages while coffee will be provided by the hosts. RSVPs are requested by July 3rd.
O documento lista os títulos de músicas dos Beatles como "Anna", "Help", "Michelle" e "Yesterday", além de citar nomes de álbuns como "Abbey Road" e gêneros musicais como "rock and roll".
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
This document provides an overview of the historical foundations of education from ancient times through the modern era. It discusses influential philosophers like Plato and their ideals of idealism and realism. It describes the evolution of educational systems in Europe and the influence of colonists in North America, including the establishment of common schools and colleges. Key developments in curriculum, philosophy, and school structure are summarized for each time period.
This document provides an overview of the origin and development of the main social sciences disciplines: anthropology, sociology, and political science. It discusses how they emerged from philosophy and theology to become empirical sciences based on observation and evidence. Key events and thinkers that contributed to their development include the Scientific Revolution, Enlightenment period, works of thinkers like Comte, Durkheim, Marx, and Boas. Decolonization efforts aimed to make the social sciences less ethnocentric and more reflective of non-Western experiences and knowledge.
HISTORICAL DEVELOPMENT OF EDUCATION AND HISTORICAL DEVELOPMENT OF PEDAGOGYDenysLozanoGuaillas
Education has developed over 5 historical periods from ancient times to the present. Key developments include the rise of education in ancient Greece and Rome, the influence of Christianity in the Middle Ages, the scientific revolution of the modern era, and contemporary trends like constructivism. Modern pedagogy emerged in the late 19th century focused on collaboration between teachers and students and developing students' natural abilities. Contemporary pedagogy continues to evolve based on developments in fields like cognitive science and constructivism.
This document provides an overview of the history of education from early civilizations to the colonial period in America. It discusses how education developed in places like ancient Greece, Rome, and various Eastern societies. It then covers key developments and thinkers that influenced education during the Middle Ages, Renaissance, Reformation period, and early modern period. The document also describes the different approaches to education that emerged across the American colonies and the evolution of common schools and other institutions in the colonial and early United States period.
The document traces the historical development of education and pedagogy from ancient times to modern times. It discusses how pedagogy emerged to systematize and theorize about education. Key developments included ancient Greek and Roman education systems, medieval universities established by the church, humanism during the Renaissance, and modern reforms introducing new teaching methods. Contemporary thinkers like Montessori, Dewey, Piaget, Vygotsky, and Freire further advanced constructivist and critical pedagogies.
This document provides an overview of the historical foundations of education around the world. It discusses early education in Eastern civilizations like India, China, and Egypt. It then covers the development of education in ancient Greece and Rome, the influence of the Catholic Church during the Middle Ages, and reforms during the Renaissance and Reformation eras. The document also summarizes the emergence of common schooling in Europe and education in the American colonies, including the development of primary, secondary, and higher education systems.
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Historical Foundation of education- By Ramesh pd Lamichhane.pptxRameshprasadLamichha
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Chapter 1 the birth and growth of the social sciencesHestia Maria
Here are 3 examples of social phenomena/behaviors and their effects on individuality:
1. Family structure - Coming from a close-knit or dysfunctional family shapes one's relationships and beliefs. It influences how one sees themselves and functions in society.
2. Peer pressure - The need for acceptance and fear of exclusion can motivate risky behaviors or prevent individuals from expressing themselves authentically. It challenges one's independence and self-identity.
3. Social media use - Constant comparison/validation-seeking online can undermine self-esteem and disconnect people from real social interaction. It redefines social norms and challenges concepts of privacy and image control.
In summary, various social/cultural factors deeply impact the development of
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#1 Introduction – How people learn122701EPISODE #1 I.docxkatherncarlyle
#1 Introduction – How people learn
12/27/01
EPISODE #1 INTRODUCTION CHAPTER
HOW PEOPLE LEARN:
INTRODUCTION TO LEARNING THEORIES
Developed by Linda-Darling Hammond,
Kim Austin, Suzanne Orcutt, and
Jim Rosso
Stanford University School of Education 1
The Learning Classroom: Theory into Practice
A Telecourse for Teacher Education and Professional Development
1 Copyright 2001, Stanford University
#1 Introduction – How people learn p. 2
EPISODE #1: INTRODUCTION CHAPTER
HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES
I. UNIT OVERVIEW
HISTORY OF LEARNING THEORY
I believe that (the) educational process has two sides—one psychological
and one sociological. . . Profound differences in theory are never
gratuitous or invented. They grow out of conflicting elements in a
genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91
PHILOSOPHY-BASED LEARNING THEORY
People have been trying to understand learning for over 2000 years. Learning
theorists have carried out a debate on how people learn that began at least as far back as
the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 – 347 B.C.), and Aristotle
(384 – 322 B.C). The debates that have occurred through the ages reoccur today in a
variety of viewpoints about the purposes of education and about how to encourage
learning. To a substantial extent, the most effective strategies for learning depend on
what kind of learning is desired and toward what ends.
Plato and one of his students, Aristotle, were early entrants into the debate about
how people learn. They asked, “Is truth and knowledge to be found within us
(rationalism) or is it to be found outside of ourselves by using our senses (empiricism)?”
Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by
self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge
in the world outside of him. From his empirical base Aristotle developed a scientific
method of gathering data to study the world around him. Socrates developed the dialectic
method of discovering truth through conversations with fellow citizens (Monroe, 1925).
Inquiry methods owe much of their genesis to the thinking of Aristotle and others who
followed this line of thinking. Strategies that call for discourse and reflection as tools for
developing thinking owe much to Socrates and Plato.
#1 Introduction – How people learn p. 3
The Romans differed from the Greeks in their concept of education. The meaning
of life did not intrigue them as much as developing a citizenry that could contribute to
society in a practical way, for building roads and aqueducts. The Romans emphasized
education as vocational training, rather than as training of the mind for the discovery of
truth. Modern vocational education and apprenticeship methods are reminiscent of the
Roman approach to education. As we wil ...
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
1. Historical Foundations
Historical Foundations of Education
William Allan Kritsonis, PhD
Questions
1. Identify a value issue or conflict in contemporary education and
examine it from a [selected] philosophical perspective.
2. Examine the concept of change from a [selected] perspective. What
are the educational implications of such a view of change?
3. Examine the impact of [selected] philosophy on education as we know
it today.
4. What impact, if any, has the role of religion in education during the
colonial period through the Civil War had on the role of religion in
schools today?
5. What are some significant changes in curriculum, instruction, and
assessment within the last century?
6. How does the criteria for school success used during colonial times
differ from the criteria used today?
7. Describe the historical, cultural, and philosophical events that
influenced public education in Texas.
8. Analyze the reasons for changes in school organization, programs,
and opportunities in the modern era in relation to historical, political
and sociological events.
9. Describe ways in which the curriculum became more standardized
and more diversified.
10.Identify issues related to educational evaluation in the modern era and
describe the arguments related to those issues.
11.Describe how each of [selected] modern philosophies influences
Western education.
12.Interpret how each of those philosophies might relate to one's own
developing educational philosophy.
2. Historical Foundations
13.Explain the history, evolution, and current status of three
organizational structures of schooling in the United States.
Key Terms
1. Socrates 16. Francis Bacon
2. Plato 17. John Calvin
3. Idealism 18. Old Deluder Satan Law
4. Realism 19. Dame Schools
5. Thomas Aquinas 20. Town Schools
6. Theistic Realism 21. Latin Grammar Schools
7. Francis Petrach 22. Colonial Colleges
8. Desiderius Erasmus 23. New England Primer
9. Juan Luis Vives 24. Rene Descartes
10.Sir Thomas More 25. John Amos Comenius
11.Edmund Coote 26. Republicanism
12. Northwest Ordinance of 1785 27. Friedrich Froebel
13. Northwest Ordinance of 1787 28. Morrill Act of 1862
14. Nationalism 29. Morrill Act of 1890
15. John Locke 30. John Dewey
31. Benjamin Franklin 45. Pragmatism
32. Thomas Jefferson 46. Maria Montessori
33. Noah Webster 47. Pestalozzi
34. Jean Jacques Rousseau 48. Brown v. Topeka
35. Naturalism 49. Civil Rights Act-1964
36. William McClure 50. Anna Freud
37. Industrial Schools 51. Jean Piaget
38. Monitorial Schools 52. Alfred Adler
39. Robert Owen 53. Erik Erickson
40. The Common School 54. Butler Statute
41. Henry Barnard 55. Engel v. Vitale
42. Horace Mann 56. U.S. National
43. William Torrey Harris Education Goals-1989
44. Kalamazoo Case of 1874 57. Goals 2000
3. Historical Foundations
Discussion
In order to fully understand our educational systems, we should be
aware of their evolutionary developments. An historical overview of
education, beginning with early philosphers and moving through the
unfolding of events in America, is provided as a comprehensive review of
Historical Foundations of Education.
B.C.
In ancient Athens, the social critic Socrates had attracted a circle of
students, one of whom was Plato. Socrates philosophy embraced an ethic
that asserted that human beings should seek to live lives that were morally
excellent. Like Socrates, Plato rejected claims that ethical behavior was
situationally determined and that education could be reduced to specialized
vocational or professional training. He asserted that human beings were
good and honorable when their conduct conformed to the ideal and universal
concepts of truth, goodness, and beauty. In his famous “Allegory of the
Cave’, Plato asserted that the information that comes to us through our
senses was not reality but merely a shadow or an imperfect copy of it. Sense
impressions gave us a reflected, but distorted, view of reality. This
philosophy of Idealism proclaimed the spiritual nature of the human being
and the universe and asserted that the good, true, and beautiful are
4. Historical Foundations
permanently part of the structure of a related, coherent, orderly, and
unchanging universe.
Unlike Idealists, Realists assert that objects exist regardless of our
perception of them. Realism can be defined as a philosophical position that
asserts the existence of an objective order of reality and the possibility of
human beings gaining knowledge about that reality. It further prescribes
that we should order our behavior in conformity with this knowledge.
Drawing from its Aristotelian origins, it argues that the primary goal of
education is to contribute to the discovery, transmission, and use of
knowledge. Aristotle, a student of Plato, is known as the founder of
Realism.
1000-1099
The 11th century was a dark era for education. Few people in Western
Europe were receiving any kind of schooling. The knowledge of the ancient
Romans was preserved in cathedrals and monasteries. Culture, which was
centered around the church, began to flourish again as the 1100’s
approached.
Across the globe, contributions were being made to the future of
education. In China, printing by movable type was invented in 1045, and
proved to be one of the most powerful inventions of this era. With future
5. Historical Foundations
educational systems focusing on the written word, the invention of type
printing set the path for future publications. In Salerno Italy, the earliest
Italian medical school opened in 1050.
1100-1199
An enlightened educational policy allows serfs to receive vocational
training. They also receive religious instruction so they can participate in
the church.
Several universities were founded across Europe in the 12th Century. In
1108, Bologna University was founded in Italy. It is known to be the most
ancient in the world. The university was established mainly for the study of
Roman law. In 1150, Paris University was founded in France, and said to be
the greatest university in the Middle Ages. Undergraduate study followed,
but had no prescribed hours or credit units. In 1167, Oxford University in
England was founded.
1200-1299
In the 13th century, Latin was phased out as the language of the
university. For the first time, students were taught in their common
language.
Thomas Aquinas was born in 1225, and is known as a founder of
Theistic Realism. Thomas Aquinas came up with a "triangle of education."
6. Historical Foundations
The base of the triangle consists of the seven liberal arts; the middle section
is "dialectic" (Plato's style of debate by question and answer, and Aristotle's
reasoning with syllogisms). The top of the triangle is divided into the study
of law and philosophy. Thomistic education rests upon premises that are
found in Artistotelian philosophy and Christian Scriptures. It asserts that
education should aid human beings to merit supernatural life, and that it
should also facilitate every person’s active participation in his or her own
culture and history. Theistic Realism has sought to reconcile faith and
reason, or religion and science, in a comprehensive synthesis.
1300-1399
The Renaissance introduced new ideas and leaders that influenced
education. Francis Petrach was born in 1304. He is known as the first
modern scholar because he focused on classical Greek literature instead of
medieval literature in his search for examples of human perfection. This
interest in classical antiquity is the defining feature of Renaissance artists
and thinkers.
The first paper mill was built in France in 1338. Paper was a Chinese
invention (c. 600 AD), brought to Europe by the Arabs in the 11th century.
There was a gradual shift from use of papyrus to paper, beginning in Spain,
then Italy, then France. The Book of the Knight of La Tour-Landry (1370),
7. Historical Foundations
was written for the instruction of the nobleman's daughters. Education for
women was otherwise limited to those in religious orders.
1400-1499
Education in the Renaissance was a very selective affair. Women and
the lower classes were still being excluded from education. At the same
time, the first secondary schools appeared in Italy.
Desiderius Erasmus, in 1450, wrote about the need for play and games
in children's schoolwork. He believed it was a teacher's role to encourage
children to think, instead of to display his own learning and have the child
learn it verbatim.
In 1456, the Gutenberg bible was printed. Approximately 40,000
copies were printed between 1450 and 1500. In 1492, the profession of
book publisher emerged.
1500-1599
During the 16th century, women started focusing less on needlepoint,
and more on liberal arts education. In 1529, Juan Luis Vives published his
Instruction for a Christian Woman. Erasmus, and Sir Thomas More played a
key role in introducing the new humanist learning into the great households.
Some of the women of royal and noble families benefited from the humanist
view that girls should receive an education in the liberal arts, as well as in
8. Historical Foundations
the more usual fields of manners, housekeeping and basic religious
knowledge.
Other pieces of literature published during this time period influenced
schools of thought and general instructional philosophies. The first
complete edition of Aristotle's works published by Erasmus in 1531.
The English Schoole-Maister was published in 1596. This book, by Edmund
Coote, was one of the first about teaching the English language.
In 1597, Francis Bacon published his Essays of Counsels, Civil and Moral.
Topics included parenting, marriage and single life, friendship, and the role
of custom in education.
1600-1699
Europeans settled in various regions, and influenced the creation and
lack of educational systems. French settled from Canada down the
Mississippi River Valley to Louisiana. The Jesuit priests journeyed with the
settlers and educated the Indians and children of the settlers. The defeat of
the French by the British in 1763 brought an end to French dreams of an
empire and their educational efforts also diminished. The Spanish influence
was heaviest in California where a number of missions were established and
the Franciscan priests taught the Indians. The Dutch were influential in New
Amsterdam, which became New York when the British took over. It was
9. Historical Foundations
the English, however, who had the greatest influence on American
education.
Colonists came to America and set up schools exactly like the ones
they knew in Europe. They were run and supported by the church. The
curriculum was centered on the learning of letters, numbers, and prayers.
The strict learning environment did not allow for crafts nor recess breaks,
and only one out of ten children attended school. There were common
characteristics shared by the 13 colonies: 1) Education was religious; its
major aim was personal salvation; 2) Education was centered on social
class: dual system, 2-tract, or class system. The children of workers should
have minimal primary education in vernacular schools where they learned
the 4 Rs (reading, writing, arithmetic, and religion); 3) The well-educated
person would know the classical languages--Latin and Greek; 4) With the
exception of Dame Schools (Kindergarten), education was only for boys;
and 5) Most children in colonial times received their education through
informal means such as the family, the farm, and the shop (where many boys
were apprenticed). The family was the most important social and economic
unit, and frequently the most important source of education as well.
The New England Colonies (Massachusetts, Connecticut, Rhode
Island, Vermont, and New Hampshire) were settled by the intensely-
10. Historical Foundations
religious Puritans who followed the theology of John Calvin. They believed
that the righteous would be saved and sinners would be damned. Puritans
were supposed to be especially favored by God because they were
hardworking, frugal, law-abiding, obedient to religious and civil authority,
and literate (referred to as the Puritan or Protestant ethic). There was no
separation between Church and State. In fact, church, state, and schools
were closely related and were frequently governed by the same men.
Children were born in sin, and were seen as little savages that needed strong
measures to keep them in line. They were expected to act like adults, and
corporal punishment was frequently used both at home and at school to
control children's behavior.
Schooling was very important as a means of educating children in
religion and obedience to the laws of the colony. As early as 1642, the
Massachusetts General Court required parents and masters of apprentices to
see that their children could read and understand religious principles and
laws of the colony. In 1647, the General Court enacted the Old Deluder
Satan Law which required every township of 50 households to appoint and
pay for an elementary teacher, and every township of 100 households to hire
a Latin (secondary) teacher. These laws of 1642 and 1647 were significant
in that they demonstrated that the colonial government was concerned about
11. Historical Foundations
the education of its citizens, gave civil authorities some control of the
schools, and indicated that taxation was to be used to support the schools.
There were four types of colonial schools in New England: 1) Dame
Schools were the equivalent of kindergarten. Classes were taught in a lady's
kitchen while she did the chores. Both boys and girls learned the alphabet
and numbers. Girls also learned cooking and sewing and household
domestic duties; 2) Town Schools were the equivalent of elementary school.
They were taught in the vernacular (mother tongue) and offered a basic
curriculum of the 4 R's. Memorization and recitation were common
teaching strategies found in town schools. Materials most commonly used
were the Hornbook and the New England Primer. The teachers were all men
and the students were all boys; 3) Latin grammar schools were secondary
schools whose curriculum was mainly Latin and Greek grammar. A few
boys who would go to Harvard attended them. The first Latin grammar
school was established in Boston in 1635. Boston helped support the school
with the income from a land sale, marking the beginning of public education
in America; and 4) Colonial colleges prepared young men for the ministry
and government service. In 1636, Massachusetts founded Harvard College,
the first institution of higher learning in the colonies. The college had an
average enrollment of about 20 male students.
12. Historical Foundations
The Southern Colonies (Maryland, Virginia, Georgia and the
Carolinas) were made up of settlers who considered themselves descendants
of the Cavaliers, the English aristocrats who had supported the Stuart Kings
against Cromwell. These landed gentry, unlike the Puritans, did not come to
the colonies because they were persecuted. They came for economic
reasons--to improve their family fortunes.
Southern Colonists established the plantation system and a
hierarchical social system. Plantation owners hired tutors to teach their sons
and daughters. However, the children of poor rarely had any opportunity for
formal education. Some were able to attend schools run by the SPG
(Society for the Propagation of the Gospel) for paupers. Many were
apprenticed. Generally, however, Southern colonies left the responsibility of
education to parents and churches.
The Middle Atlantic Colonies (New York, New Jersey, Pennsylvania,
and Delaware) had a great diversity of settlers with no common language,
religion, or cultural heritage. Many parochial (denominational) schools were
established, while private venture schools prepared students for commercial
trades.
In 1637, French philosopher René Descartes proposed mathematics as
the perfect model for reasoning and invented analytic geometry. In 1658,
13. Historical Foundations
John Amos Comenius published the first-ever children's picture book, Orbis
Pictus (The World Illustrated). The book became a best seller in every major
European language. Comenius was a kind teacher, who thought that children
were born with a natural goodness and craving for knowledge. He is now
known by many as the father of modern education.
1700-1799
Schools in the colonies began to teach more practical subjects, like
bookkeeping, navigation, and algebra. After the Revolutionary war and
toward the end of the century, church control over schools declined in the
U.S. and in most other western countries.
Between 1776 and 1830, a number of new trends and patterns
emerged in American education. Education became a state responsibility:
the U.S. Constitution, ratified in 1788, did not mention education;
consequently, the states became responsible. However, the federal
government showed an interest in the development of state educational
systems by passing the Northwest Ordinances of 1785 and 1787. The
Ordinance of 1785 required each territory to set aside the income from the
16th section of each township for the support of education (a township was 6
square miles, subdivided into 36 sections). The Ordinance of 1787 included
a statement of the federal governments philosophy of education, saying that
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it was "necessary to good government and the happiness of mankind."
Education for citizenship became more important than education for
personal salvation. Men like Franklin, Webster, and Jefferson, realized that
for the new Republic to survive, the citizens had to have an education in
order to become intelligent voters. The concepts of republicanism, science,
and nationalism became key elements in American education:
1) Republicanism: John Locke’s assertion that government arises from the
consent of the governed. Education for republican citizenship implied
imparting those skill, knowledge, and attitudes that would help the new
republic endure and flourish.
2) Science: An Enlightenment concept based on the belief that individuals
could discover the laws of the universe. The scientific outlook called for
experimentation and reexamination of accepted beliefs.
3) Nationalism: This concept stressed a sense of American identity and
loyalty.
There were many important contributors to educational thought during
the 18th century. Benjamin Franklin (1706-1790), was the founder of the
American Philosophical Society. His Poor Richard's Almanac emphasized
values such as frugality, hard work, and inventiveness. In 1731, he founded
the first public library in America, and chartered it as the Philadelphia
15. Historical Foundations
Library in 1742. Franklin advocated a utilitarian and scientific education,
and founded the Philadelphia Academy in 1749. This was significant
because it presented an alternative to the Latin Grammar School and
anticipated the rise of academies and high schools. The school offered a
religion-based curriculum, like its Latin School counterpart, but it also
taught courses that applied to everyday life, such as history, merchant
accounts, algebra, surveying, modern languages, and navigation. In 1779,
the academy became the University of Pennsylvania.
Thomas Jefferson (1743-1826), was president of the American
Philosophical Association. He was also author of the "Bill for the More
General Diffusion of Knowledge," 1779 which was based on the following
assumptions: a) Schools should produce a literate citizenry; b) State was
responsible for providing schools; c) Schools should be secular rather than
religious; and d) Schools should identify the academically talented
Noah Webster (1758-1843) was an important influence on the
development of American English and American culture. He wrote the
American Spelling Book, also known as the blue-back speller, which
simplified and standardized the language, and imparted "American" values.
He also wrote the American Dictionary, which we know as Webster's.
Interest in state control of education was on the rise. An ordinance
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passed in 1785, declaring that the income gained from the sale of the land at
the center of each township was to be used for public elementary schools.
In 1787, another ordinance confirmed this land policy, insuring the
establishment of elementary schools in the Northwest Territory. It set a new
standard of federal aid to education.
In France, Jean Jacques Rousseau was publishing literary works
reflecting his school of thought, Naturalism. Central to his political and
educational philosophy was his belief that human character should be
formed according to nature. In Emile, Rousseau’s didactic novel, a boy, in
experiencing a natural education, has his character develop naturally, in a
country estate, away from corrupting social institutions and conventions. In
the novel, he identified stages of human growth and development, and
organized education according to Emile’s stages of development. According
to Rousseau, the child is a noble savage, a primitive unspoiled by the nices
of a corrupting society. The child’s needs, instincts and impulses are to be
trusted and relied upon as the raw ingredients of further education. When
these impulses are acted upon, they lead to sensory experience that provide a
direct relationship with the environment—thus, leading to clear ideas and
reflection.
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1800-1899
The industrial revolution took hold, changing both the U.S. economy
and its educational system. Public schools, kindergarten, and teacher training
were all introduced in this century.
American society changed from a rural-agricultural society to an
urban-industrial society, which required workers with at least basic literacy
skills. Educational responses to this need included: 1) Industrial schools
based on the ideas of William Maclure (1763-1840) which taught basic
science and its industrial and agricultural applications. He supported
Pestalozzian methods, and believed that schools should be used to bring
about social change (philosophy of Social Reconstructionism);
2) Monitorial schools based on the ideas of Joseph Lancaster (Lancasterian
Schools) who claimed it was possible to educate large numbers of children
effectively and cheaply. Essentially, a master teacher would train aids or
monitors who, in turn, would teach the other students; 3) Sunday schools:
Children who worked 6-day weeks in the factories were taught the basics of
reading, writing, and religion on Sundays; 4) Infant schools were a prototype
of the modern day-care center, devised by Scottish industrialist, Robert
Owen, for the young mothers who worked in his factories.
18. Historical Foundations
These efforts were not sufficient to meet the needs of American
society. Consequently, the Common School, the forerunner of the American
public school came into existence between 1830 and 1850. The Common
School idea grew out of New England's locally controlled schools.
Supporters of the common school included political and educational
reformers like Horace Mann, James Carter, Thaddeus Stevens, Henry
Barnard, and Wm. T. Harris. These men were believers in the Jeffersonian
ideal in education (the concept that the republic could not survive and thrive
without an educated citizenry); advocates of public education as a means of
social and economic advancement for their children; and nationalists who
wanted the schools to cultivate common values, loyalties, and a sense of
Americanness in children from different ethnic backgrounds.
Opponents of the common school included owners of factories, mines,
and plantations who did not want to lose cheap child labor; pluralistic groups
who wanted their children taught in their own language, religion, and
traditions; and those who did not want to raise taxes (legislators), as well as
those who did not want to pay taxes for the support of education.
The common school included grades 1-8, eventually each in its own
classroom with its own teacher. It was free, because it was supported by
taxes. Eventually, the common school was compulsory, universal, non-
19. Historical Foundations
sectarian, and staffed by trained teachers. The movement was first
successful in the New England states, with Massachusetts leading the way.
The Middle Atlantic states were slower, with Lancasterianism holding on.
The Southern states did not have public school systems until after the Civil
War.
After 1850, the common school was found in 2 major versions: the
urban public school found in large cities like Boston and New York, and the
country school, commonly referred to as the "one-room school house." The
locally-elected school boards established and ran virtually every aspect of
the school. One simply-furnished room held all the children in the school
district, each working at his or her own level (ungraded) with one teacher in
charge. Both males and females, with varying degrees of professional
education were teachers. The standard curriculum included the 3 Rs,
Spelling and perhaps history, geography, or elocution (public speaking). The
standard methods were memorization and recitation.
Henry Barnard (1811-1900) was one of the founders of the common
school movement, along with Horace Mann. He worked both in Connecticut
and Rhode Island to establish a public school system, and then went on to
head the University of Wisconsin and to serve as the first U.S.
Commissioner of Education (1867-1870). He edited 2 of the first journals
20. Historical Foundations
related to education-The Connecticut Common School Journal and the
American Journal of Education. He proposed that the common school teach
the basic skill, civic values, the principles of health and diet, and careful
observation and reflection (thinking skills). He supported the establishment
of normal schools for teacher education and higher pay for teachers.
William Torrey Harris (1835-1909) was a major educational leader
after the Civil War as superintendent of schools in St. Louis, and then as
U.S. Commissioner of Education (1889-1906). He advocated that schools
transmit the cultural heritage to the young through a carefully designed
curriculum, stressing such values as self-discipline, obedience, respect for
property, and good citizenship. Under Harris, St. Louis established the first
successful public kindergarten program in 1873.
In the early 19th century, the colonial Latin grammar school declined
and was largely replaced by the academy, a private secondary institution that
taught more varied and practical courses. After the Kalamazoo case of 1874,
in which the Supreme Court of Michigan ruled that school districts could
support high schools with taxes, high schools became more and more
popular (because they were free and because they trained students for jobs in
an increasingly industrial society). High schools evolved from one-track
academic institutions to comprehensive schools in the early 20th century.
21. Historical Foundations
In 1821, Boston opens the nation's first public high school, and in
1827, Massachusetts passes a law that requires towns of 500 families or
more to establish high schools. Other states soon followed. By mid-century,
public high schools absorbed their Latin grammar school predecessors.
Towns begin to establish separate secondary schools for girls.
The first state board of education is established in Massachusetts in
1837, and Horace Mann is its first secretary. In 1839, Horace Mann begins
the nation's first teacher-training school in Massachusetts. Friedrich
Froebel founds the first kindergarten in Blakenburg, Germany. It uses
stories, play, crafts, and songs to stimulate children's imaginations and help
develop motor skills (Our nation's first public kindergarten opens in St.
Louis later in 1873).
By 1850, the Industrial Revolution is in full swing. One-room schools
in urban areas are on the decline as new schools begin to follow the
assembly-line model, where students move from class to class, teacher to
teacher.
Massachusetts passes the first compulsory school-attendance law in
the U.S. in 1852. By 1918, every state has a similar law. In 1862, Congress
passes the Morrill Act, or "Land Grant" Act, which gives vast areas of
federal land to states. It requires them to sell the land and use the money to
22. Historical Foundations
establish agricultural and technical colleges. In 1874, A Michigan Supreme
Court decision rules that local governments can use tax money to support
elementary and secondary schools. Congress passes the second Morrill Act
in 1890, which withholds grants from states that deny admission to land
grant schools based on race. A state can still receive money if it establishes a
separate school for blacks, as many Southern states do.
1900-1999
The civil rights movement and technology change the face of the 20th
century classroom. In the 1950s, the U.S. Supreme Court bans segregation in
public schools. In the 1990s, schools "log on" and computers invade the
classroom.
Changes in educational philosophy and curriculum came about in this
era as well. In 1901, John Dewey wrote The Child and the Curriculum, and
later Democracy and Education, in which he shows concern for the
relationship between society and education. Dewey was a philosopher,
psychologist, and educator. His philosophy of education focused on learning
by doing rather than rote memorization. He criticized education that
emphasizes amusing and keeping students busy. From Dewey’s educational
philosophy came the emphasis on experience, activity, and problem-solving
that helped to reshape our thinking about education and schooling.
23. Historical Foundations
Progressive education, which was part of a larger Progressive Movement in
U.S. history from about 1900-1920, was an antidote to traditional,
conservative education. It was based on John Dewey’s philosophy of
pragmatism and his work at the Laboratory School at the University of
Chicago. (Earlier progressive educators include Europeans such as
Rousseau, Pestalozzi, Froebel, and Montessori). Rather than stressing the
old strategies of memorization and recitation, progressive educators
advocated: problem-solving skills, learning through sense perception
(learning by doing or hands-on learning), using a child's interests as the basis
for developing a curriculum, self-discipline, and flexible methods (small
group learning, independent research, field trips, etc.).
Racial integration and school desegregation was another major event
in American education in the 20th century. It all began with Brown v. Board
of Education of Topeka in 1954 in which the Supreme Court unanimously
struck down the "separate but equal" doctrine in American education. This
was followed by the Civil Rights Act of 1964 which protected voting rights,
and guaranteed civil rights in employment and education. In education, the
law empowered the federal government to file desegregation suits and to
withhold federal funds from districts that practiced discrimination in federal
programs.
24. Historical Foundations
Maria Montessori opened her first school in 1907. Maria Montessori
was credited with developing a classroom without walls, manipulative
learning materials, teaching toys, and programmed instruction. Many
considered her to be the 20th century's leading advocate for early childhood
education. Anna Freud, Jean Piaget, Alfred Adler, and Erik Erikson studied
under Montessori and made their own contributions to education and child
psychology.
Educational policies and mandates make their presence in public
schools. School attendance becomes compulsory in every U.S. state in
1918, and in 1921, foreign language becomes part of the U.S. curriculum.
"Superior" children in Cleveland's elementary schools study French.
The debate between evolution and creation peaks with the Scopes Monkey
Trial in 1925. John Scopes, a high-school science teacher in Dayton,
Tennessee, is tried for teaching the theory of evolution. This is illegal under
the Butler Statute, which states that any theory that denies creationism can't
be taught in publicly funded schools. Scopes is convicted and fined $100.
His conviction is later overturned on a technicality.
The Soviet Union launches Sputnik, the world's first artificial satellite
in 1957. Fearing that the Soviets will surpass the U.S. in science and
25. Historical Foundations
technology, many schools adopt a more rigorous curriculum-based
education.
In court rulings of Engel v. Vitale in 1962, the U.S. Supreme Court
finds that the state does not have the right to enforce prayer in public
schools. Proposition 13 is passed in California (Proposition 2-1/2 in
Massachusetts) in the 1970’s. This freezes property taxes, a major source of
funding for public schools. California drops from first in the nation in per-
student spending in 1978 to number 43 in 1998.
In 1989, U.S. governors create the National Education Goals, which
focus on increased standards, teaching salaries, graduation requirements, and
state assessment. The Clinton administration later recasts these as Goals
2000, calling for a restructuring to focus on results over process and
regulation. Proposition 187 passes in California in 1994, making it illegal
for the children of undocumented immigrants to attend public school.
Federal courts later hold Proposition 187 to be unconstitutional. In 1996, the
same state, California, passes Proposition 209, outlawing affirmative action
in public education. In 1998, bilingual education is outlawed in California.
By the end of the millennium, nearly eight of every ten public schools
in the nation have access to the Internet, more than double the proportion in
1994. There is debate on best-suited software, and hardware organization in
26. Historical Foundations
educational settings. However, state and federal funds are allocated for the
support and integration of technology into the curriculum.
Websites
History of Public Education in Texas
http://www.tea.state.tx.us/tea/history.html
History of Education Timeline
http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/index.h
tml
Colonial Web
http://www.msu.edu/user/patter90/colonial.htm
Links to the World of John Dewey
http://www.cisnet.com/teacher-ed/dewey.html
Center for Dewey Studies
http://www.siu.edu/~deweyctr/
John Dewey
http://www.epistemelinks.com/Main/MainPers.asp
Maria Montessori
http://webdev.loyola.edu/dmarco/education/Montessori/maria.html
Philosophers and Education
http://www.ais.msstate.edu/AEE/8593/phil_ed/outline.html
Essentialism
http://www.soe.purdue.edu/fac/georgeoff/400/ESSENTIALISM.html
Test your knowledge with online practice quizzes:
Foundations of Education, Chapters 2-5
http://cwabacon.pearsoned.com/bookbind/pubbooks/mcnergney_ab/ch
apter2/deluxe.html
27. Historical Foundations
Bibliography
Gutek, Gerald. (1988). Philosphical and Ideological Perspectives in
Education. Needham Heights, MA: Allyn & Bacon.
Gutek, Gerald. (1992). Education and schooling in America (3rd ed.).
Needham Heights, MA: Allyn & Bacon.
McNergney, Robert F. and Herbert, Joanne M. (2001). Foundations
of Education: The Challenge of Professional Practice (3rd ed.). Boston:
Allyn & Bacon.