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.

1. HISTORICAL
DEVELOPMENT OF
EDUCATION AND
PEDAGOGY
D E V E LO P E D BY : P É R E Z S E B A S T I A N

2. HISTORY OF EDUCATION
• 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.

3. THE PRIMITIVE EDUCATIONAL
SYSTEMS
• Educational Goals: To teach survival skills, teach group harmony
and customs.
• Students: children imitate adults
• Curriculum: Practice hunting, fishing, songs, poems, dances.
• Agents: Parents, tribal elders, religious leaders
• Influence on education: Informal, transmission of skills and religion

4. FIRST SCHOOLS
• It is believed that schools probably existed in China
almost 4000 BC in fusion with Japanese culture, whose
educational goals were to prepare elites to govern the
empire according to Confucian principles and civil
service.
• The access to schools also was forbidden for some poor
groups only male gender of upper classes had the
opportunity to study.
• The instructional methods of those schools were:
memorization and recitation

5. PRINCIPAL CIVILIZATIONS THAT
CONTRIBUTED TO EDUCATION
• The oldest educational systems had some common characteristic:
teaching of religion and the traditions of the peoples.
• • The Egyptian Schools also taught the principles of writing, science,
mathematics, and architecture.

6. PRINCIPAL CIVILIZATIONS THAT
CONTRIBUTED TO EDUCATION
• In the Jewish and Hebrew people, the Bible and the Talmud constituted
principal religious teaching source in order to acquire, swimming and a
foreign language knowledge.

7. PRINCIPAL CIVILIZATIONS THAT
CONTRIBUTED TO EDUCATION
• The Greek educational objective was to prepare young people for the tasks of State
and Society, as well as for the development of the arts, philosophy, the cultivation of
aesthetics and gymnastic training.

8. PRINCIPAL CIVILIZATIONS THAT
CONTRIBUTED TO EDUCATION
• Roman education transmitted to the western world the
study of the Latin language, classical literature,
engineering, law, administration, and government
organization.

9. THE EDUCATION IN THE MIDDLE AGES
• Many monastic, as well as municipal, schools were founded during
the first centuries of Christian influence.
• Education was a privilege of the upper classes and most members of
the lower classes did not have access to it.
• In the 9th century Charlemagne brought clergymen and educators
from York (England) to develop a school in the palace.
• Throughout the all Middle Ages the ideas of scholasticism prevailed
in the educational environment of Western Europe. Scholasticism
used logic to reconcile Christian theology with Aristotle's
philosophical concepts.

10. SCHOLASTIC
• Great scholastic teachers were:
• Anselmo de Canterbury, Roscelino de Compiégne,
• The French theologian Pierre Abelardo, Thomas Aquinas.

11. THE EDUCATION IN THE MIDDLE AGES
• During this time, several universities were opened in Italy, Spain, and other countries,
such as those in Paris, Oxford, and Cambridge.

12. HUMANISM AND RENAISSANCE
• In the 16th century were established schools in which to teach reading,
writing, basic notions of arithmetic.
• Great interest in Greek and Roman culture, which led to the development
of the study of mathematics and literature
• IDEAS OF MAN: - Personality is free from all religious and political action -
Attention to the physical, physical and scientific activity of man

13. HUMANISM AND RENAISSANCE
• MARTÍN LUTERO líder of protests
• The Protestants believed in self-determinism and that the
teachings of the Bible should be read by individuals rather
than interpreted by priests.
• Luther and his co-worker, Melanchthon were advocates
for the education of all social classes and for females.
• The humanists believed that by transferring power and
wealth away from the Church back to the people, the
human condition would improve.

14. ENLIGHTENMENT
• The 18th century became known as the Age of
Enlightenment or reason because of a rebellion of the
intellectuals against superstition and ignorance.
• Philosophers such as Descartes and Voltaire believed in the
ability of humans to reason and the power of rational
thought.
• The free thinking brought by the French revolution
combined with industrial revolution caused education to
take shape in this direction.

15. ENLIGHTENMENT
• With the rapid growth of industrialization, urbanization and population
growth, societies soon felt the need for a more educated populace who
could become efficient workers.

16. 20TH CENTURY EDUCATION IN
EUROPE AND AMERICA
– Education in the fields of psychology and sociology increased
– Education started being considered as a field
– In 1920s in America individual education was emphasized, (Marx influence)
– In 1930s and 40s in America universities took over research activities
– In 1960 and 1970 the theories of educational research peaked and the discussion
“is education applied or theoretical science”
– In 1970 Bloom’s Taxonomy came out as a reference for learning for everyone
– Since 1980s constructivist, multiple intelligence, brain based learning and life
based humanist learning gained importance.
– Education involves not only schools but throughout life life-long learning multi-
literacies

17. TIMELINE OF DIFFERENTS CURRENTS THAT
INFLUENCED ON EDUCATION
The first
educational
systems
Western world
Middle Ages
Humanist and
Renaissance
Enlightenment
Education of
the XVII century
and XIX century
China almost 4000
BC in fusion with
Japanese culture
•Prepare elites to
govern the empire
•Based on religion
Greece and Rome
were the greater
civilizations that
influenced on
education.
Rome: Latin
language
Greece: develop of
critical thinking
Many schools and
Universities were
opened such as:
Cambridge.
Education to
understand religion.
Scholasticism used
logic to reconcile
religion and
philosophy.
Transferring power
and wealth away
from the Church
back to the people,
the human
condition would
improve.
Development of the
study of
mathematics and
literature.
Education for all
social classes and
Rebellion of the
intellectuals against
superstition and
ignorance.
With the rapid
growth of
industrialization,
societies soon felt
the need for a more
educated populace
who could become
efficient workers.
Education started
being considered as
a field.
Bloom’s Taxonomy
came out as a
reference for
learning for
everyone
Individual
education was
emphasized

18. HISTORICAL DEVELOPMENT OF
PEDAGOGY
• 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.

19. HISTORICAL DEVELOPMENT OF
PEDAGOGY
• 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
• Pedagogy is now 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.

20. HISTORICAL DEVELOPMENT OF
PEDAGOGY
• Pedagogy 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.

21. PEDAGOGY
THROUGHOUT
HISTORY PEDAGOGY
CLASSIC
MEDIEVAL
HUMANIST
REALISTIC
ENLIGHTENM
ENT
XIX CENTURY
XX CENTURY

22. CLASSIC PEDAGOGY
Education aims to achieve virtue and the desire to become a
good citizen.
Socrates
MAYEUTIC
whereby teacher asks
a serie of questions
that lead student to a
conclusion
Plato
ACADEMY
Father of idealism and
believed that the aim of
education was to develop
an individual's abilities to
better serve society. He
founded the world's first
university,
Aristotle
REALISM AND
SCIENTIFIC METHOD
He taught logic as a
formal discipline.

23. MEDIEVAL PEDAGOGYGoverned by catholic doctrine, tries to its objective was to achieve the
holiness.
St. Thomas A.
SCHOLASTICISM
The logical and philosophical
study of the beliefs of the
Catholic Church
St. Agustín
Patristic pedagogy
contextualizes theological
knowledge as knowledge that is
transmitted through pedagogical
processes

24. HUMANISTThe human is the center of all process
Juan Luis Vives
He defended the need to take
into account the children's
point of view and will
Francisco Rabeláis
He rejected the authority to
stimulate personal judgment
and concern for knowledge of
reality in all possible
expressions

25. REALISTIC PEDAGOGY OR ENLIGHTEN
Its purpose is enhance the ability of humans to reason and
the power of rational thought
Comenio
Father of pedagogy
Education is universal, it
must have order and
method, it must be
enjoyable, the student
must be the center of
attention
René Descartes
Methodical doubt
He proposes doubt as a
method and discussion
as a technique
Jhon Locke
He stressed the
importance of education
in developing the mind of
the person. In fact, a
good education could
improve a person, while a
bad one could achieve

26. PEDAGOGY IN XIX AND XX CENTURY
(CONTEMPORARY PEDAGOGY)
Jhon Dewey
pedagogical activities
originate from real life
activities would be as varied
as life itself.
Herbart
He incorporates experience and
perceptions through the senses:
Apperception: previous knowledge.
Elaboration: Go from the unknown to
the known by means of an
explanation.
Application: Exercise training.
Recapitulation: Synthesis of what is
Célestin Freinet
The basis of education must be work,
since it considers that learning takes
place from their own experiences and
from an environment that they can freely
experience.

27. PEDAGOGY IN XIX AND XX CENTURY
(CONTEMPORARY PEDAGOGY)
Maria Montessori
To allow the development of
initiative and self-confidence, so
that children learn the things that
interest them themselves.
The teacher should only intervene
to avoid excessive efforts and
learning of herron habits.
Jean Piaget
It states that people,
generates or constructs
knowledge, actively modifying
its cognitive schemas through
adaptability, assimilation and
accommodation of the world
arround them.
Paulo Freire
“true education is praxis,
reflection and action of
man on the world to
transform it "