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

1. H I S T O R I C A L D E V E L O P M E N T O F
E D U C AT I O N
HISTORICAL DEVELOPMENT OF
PEDAGOY

2. HISTORICAL DEVELOPMENT OF
EDUCATION
1) Oldest known
education systems
had two common
characteristics:
They taught
Religion and
maintained the
traditions of the
people.
2)Thinkers of
greatest
influence in
education were:
Greek aim: to prepare young people
intellectually to assume leadership
positions in the tasks of the State and
in society.
“There is no doubt that the educational reality is
marked by the sign of historicity. because
education is a special quality of man and man is
essential to move in history”

3. • v3)Medieval
education:
• It developed: form of learning through one’s own
or service
• Education was a privilege: To higher classes
• Lower classes: did not have access
4) They Contributed
to educational theory
during Reinassance
• Were Italian educators:
• Vittorino de Feltre
• Humanist Aleman: Erasmo
de Rótterdam
XVI
Protestant churches:
by Martin Luther
• It established schools in which
they were taught to read,
basic notions: what is called
secondary school.

4. EDUCATOR MOST IMPORT OF XVII WAS:
Jan Komensky,: "Didactics Magna“: emphasized:
of stimulating the student’s interest in educational
processes and teaching.
XVII
Period rapid progress
Many educators exerted a
broad influence.
XVIII
EDUCATOR MOST IMPORT OF XVIIl WAS:
Jean-Jacques Rousseau: In "Emilio", insisted that
students should be treated as children rather than
miniature adults
Johann
Pestalozzi
Main objective: To adapt the teaching method to
natural development of the child. (head, heart and
hands).
XIX
GERMAN
FRIEDRICH
Introduced pre-school education which is known as
the "Kindergarten”
Began to spread public school: Training citizens
through free basic education
XX
Expansion of the educational systems of the
industrialized nations, as well as by the emergence
school systems

5. HISTORICAL DEVELOPMENT OF
PEDAGOGY
PEDAGOGY BORN IN SECOND HALF OF XIX
ORIGIN: PRIMITIVE COMMUNITIES
HUMAN BEING GOES FROM NOMAD TO SEDENTARY
• WHERE THE TRANSMISSION OF KNOWLEDGE AND THEREFORE THE FIRST
PEDAGOGICAL IDEAS ARISE:
APPLYING TECHNIQUES AND METHODS EVOLUTION OF CONCEPT OF PEDAGOGY:

6. Theory of teaching that was imposed from the 19th century
as the science of experimental didactic education.
Set of knowledge that deal with education as a phenomenon
typically social and specifically human.
Psychosocial science that aims to study education for the
purpose of knowing and perfecting

7. The humanist
current arises,
education
opposes the
severity of
ecclesiastical
discipline,
positioning
already itself as a
pedagogical
thought.
"Traditional"
pedagogy begins
in France in XVII-
XVIII.
Traditional
methods continue
to be presented
today, as well as
the Traditional
School model but
with new trends.
“Meumann” against the
pedagogical experiment
in the normal classroom
environment.
He considered that the
sciences mentioned
basis of Pedagogy was
bourgeois ethics,
aesthetics and a certain
science of religion,
which made its
conclusions have a
REFORM TRADITIONAL
PEDAGOGY
PEDAGOGY
MODERN

8. 1919: First year of peace after the First World War.
Freire elaborated on behalf of Bien the thirty points
that define the new school. The new school is a
laboratory of active pedagogy, it seeks to open the
mind to a general culture, which is joined by a
specialization that is in principle spontaneous and
directed after a professional sense.
CONTEMPORARY
PEDAGOGY