This document provides an overview of education systems from 7000 BC to 450 AD across various ancient civilizations. It describes the aims, types of education, content, agencies, organization, methods, financing, and contributions of education during these time periods. The education systems progressed from informal home/environment-based education focused on survival and traditions in 7000-5000 BC, to the establishment of more formal schooling focused on vocational training, writing, and mathematics in 5000-4000 BC. Organization of grades and financing of education varied widely over time and location.
This is the historical foundation of education from SUMERIAN to the trends of the 21st Century Education. I never claim anything from this especially the information provided. It comes from various sources and references but I only gather the most important.
I hope you learn and gain something. God bless!
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
This is the historical foundation of education from SUMERIAN to the trends of the 21st Century Education. I never claim anything from this especially the information provided. It comes from various sources and references but I only gather the most important.
I hope you learn and gain something. God bless!
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
Here, just a little explanation of the Foundation of Education, I made this for a presentation of MA class.
Hope that can be useful for all learners.
All the best.
Thanks
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.
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
Here, just a little explanation of the Foundation of Education, I made this for a presentation of MA class.
Hope that can be useful for all learners.
All the best.
Thanks
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.
Ch 3 World Roots of American Education.pptVATHVARY
Education in Preliterate Societies
Education in Ancient Chinese Civilization
Education in Ancient Egypt
The Hebraic Tradition in Education
Education in Ancient Greek and Roman Civilizations
Islam, Arabic Learning, and Education
Medieval Culture and Education
Renaissance Classical Humanism
The Religious Reformation and Education
The Enlightenment’s Influence on Education
Great Philosophers & Educational Theorists
This slide is focus brief over views of parts of historical foundations of education.
Let us share academic resources for mutual development of global society in all aspects of life.
Collaboration and cooperation among educator transform education!!!!!!!!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. A. Aims
1. Security and Survival
2. Conformity
3. Preservation and transmission of
traditions to the incoming generations
B. Types of Education (Informal)
Vocational and Religious (animistic)
C. Contents to be Studied
Survival and Superstitions
(7000 B.C. –
5000 B.C)
D. Agencies of Education
Home and environment
6. E. Organization of Grades Levels
None
1. Informal
2. Observation and imitation
3. Simple telling and demonstration
4. Participation
F. Methods of Instruction
(7000 B.C. –
5000 B.C)
G. Financing
No financing
H. Outstanding Contribution to Education
- Started the rudiments of education from which evolved the
modern educational system today.
8. A. Aims
1. Training of Scribes, Bookkeepers and Teachers
2. Training the Learners to be good
B. Types of Education
Writing, Mathematical, Language, Vocational, Professional, and
Art Education
(5000 B.C. –
4000 B.C)
C. Contents to be Studied
Reading, writing, little arithmetic, Astronomy, Architecture,
agriculture and hydraulics, Art, Vocational training, Law
D. Agencies of Education
Home, School, Temple Schools, Apprentice Schools
9. There were already organized classes
F. Methods of Instruction
1. Imitation and Copying
2. Preparation of Tablets
(5000 B.C. –
4000 B.C)
G. Financing
- Large amount had to be spent for acquiring higher education
H. Outstanding Contribution to Education
- Cuneiform Writing
E. Organization of Grades
11. A. Aims
1. Training of Scribes
2. Religious
3. Utilitarian
4. Preservation of Cultural Patterns
B. Types of Education
1. Religious, Vocational-Professional, Military, Priesthood, Home
Arts, Writing, Reading and Language Education
2. Education for Public Administrations
(3000 B.C. – 300 B.C)
C. Contents to be Studied
Reading, writing, language, religion, artistry, Mathematics, astronomy,
engineering, architecture, physics, medicine, embalming, dentistry,
law, music, arts, Physical Education and military
12. D. Agencies of Education
Home, Temple Schools, Military Schools, Court Schools and
Vocational schools
(3000 B.C. – 300 B.C)
E. Organization of Grades
1. The young studied at home.
2. At age 5, the boys attended the
reading and writing schools
under the priests
3. At age 17, the boys entered the
schools that offered their
vocations
13. F. Methods of Instruction
Apprenticeship, dictations, memorizations, copying, imitation,
repetition, observation and participation
(3000 B.C. – 300 B.C)
G. Financing
- The pupils and students had to pay certain amount of school fees
even in the lower schools. Hence, education was not universal.
H. Outstanding Contribution to Education
- Geometrical measurement and surveying
15. A. Aims
1. Intellectual
2. Religious
3. Cultural
B. Types of Education
Religious, Intellectual,
Vocational, Domestic and
Military Education
(3000 B.C.)
16. C. Contents to be Studied
1. Literature for the Brahmans
2. In college or PARISHADS: astronomy, history, grammar, law,
medicine and mathematics
3. Dancing
4. Sports
5. Linguistics, philosophy and theology
6. Military training
D. Agencies of Education
Home and Monasteries
(3000 B.C.)
17. E. Organization of Grades
1. The child was taught at home till age 5
2. At 5, the child attended higher schools
3. The women were given only domestic education
F. Methods of Instruction
Imitation and Memorization
(3000 B.C.)
G. Financing
- The teachers or GURUS were remunerated by means of gifts
from parents of the children
H. Outstanding Contribution to Education
- The decimal system of arithmetical notation
19. A. Aims
1. Ideological and ethical (moral) learning
2. Cultural Development
3. Civil Services
B. Types of Education
Ideological, Moral, Language,
Vocational, Domestic, Civic and Military
Education
(3000 B.C. – 1900 A.D. )
C. Contents to be Studied
- Maxims and doctrines of ethical and political nature
20. D. Agencies of Education
Home, Private Schools, House of teacher or rich pupil, deserted
pagoda, any place
(3000 B.C. – 1900 A.D. )
E. Organization of Grades
1. Elementary – training was formal and rigorous
2. Higher Education – preparation for taking the government
examinations
F. Methods of Instruction
The Confucian Method, Direct and exact imitation and
Memorizations
21. G. Financing
- Pupils paid tuition fees
(3000 B.C. – 1900 A.D. )
H. Outstanding Contribution to Education
- The administration of Civil Service Exam
23. A. Aims
1. Moral
2. Preparation for destiny
3. Holiness
4. Observance of Religion
B. Types of Education
Religious, Civic, Democratic,
Vocational, Human Relations
and Physical Education
(1250 B.C. – 70 A.D. )
24. C. Contents to be Studied
1. History of the Hebrews and God’s relationship with them
2. The Jewish Law or Mosaic Law (Bible)
3. Psalms and proverbs
4. Explanations of festivities
5. Music, sacred and common
6. Reading and writing
7. Foreign Language
(1250 B.C. – 70 A.D. )
D. Agencies of Education
Home, Public School, Temple, Institutions for
lay prophets and Schools or colleges for
scribes
25. E. Organization of Grades
1. Elementary Education – for ages 6-156 and compulsory to all
male children
2. Higher Education – for lay prophets, rabbis and scribes
(1250 B.C. – 70 A.D. )
F. Methods of Instruction
Oral, Memorization, Audio-visual aids, Exposition and Temple
worship
G. Financing
- The teachers were not paid regularly but allowed to receive
gifts from the parents of their students
H. Outstanding Contributions to Education
Monotheism, The Ten Commandments and The Bible
28. A. Aims
Military and Discipline
B. Types of Education
Military, Moral Training, Music,
Gymnastic and Vocational Education
(1600 B.C. – 300 B.C. )
C. Content to be Studied
Paramilitary Exercise, Moral and
social habits for the state, Reading
and writing, Speech and Gymnastics
D. Agencies of Education
- The state was the sole agency of education
29. E. Organization of Grade Levels
1. At birth, weak children were disposed or abandoned
2. At early age, children were taught habits of silence, obedience,
respect, bravery, etc.
3. At age 7-18, the boys lived at the barracks-like educational building
under the supervision of a PAIDONOMUS, a state official
4. At age 18-20, the boys took professional war training
5. At age 20-30, all took an oath of allegiance and dispersed to
military posts for war maneuvers
6. At age 30, the man was a full-pledged citizen, obliged or compelled
to marry and took his seat in the assembly or council
- The girls stayed at home but they were also organized into packs to
develop group spirit courage and loyalty
(1600 B.C. – 300 B.C. )
30. (1600 B.C. – 300 B.C. )
F. Methods of Instruction
Training, Participation, Testing, Discipline and Motivation
G. Financing
- All financing was shouldered by the state
H. Outstanding Contributions to Education
1. Military Education
2. The development of patriotism and discipline
31. A. Aims
1. Good citizenship
2. Individual excellence
3. Many-sided development
B. Types of Education
Civic Training, Moral Training,
Physical Education, Intellectual
Education and Arts
(1600 B.C. – 300 B.C. )
32. C. Content to be Studied
1. Reading by the alphabet method
2. Writing on wax and tablets
3. Arithmetic for market use
4. Homeric and other poems
5. Music
6. Gymnastic
7. Physical education exercises
8. Military training exercises
(1600 B.C. – 300 B.C. )
D. Agencies of Education
Private Schools, Home and State
33. E. Organization of Grade Levels
(1600 B.C. – 300 B.C. )
1. From birth to 7, children were taught at home
2. From 7-16, the boys went to two schools: Didascaleum and
Palaestra
3. At 16-18, the boys were free from literary and music studies
4. At 18, the boys took the EPHEBIC oath
5. At 20, the boys attained full citizenship
F. Methods of Instruction
Imitation, Participation, Discipline and Human Relations
34. G. Financing
H. Outstanding Contributions to Education
1. Free development of all human capacities
2. Olympic Games
(1600 B.C. – 300 B.C. )
Students paid tuition fees
35. A. Aims
1. By the sophists – pragmatic and utilitarian
2. By Socrates – development of the power of thinking
3. By Plato – control by intellectual rulers
4. By Aristotle – rational living
B. Types of Education
Moral, Professional, Intellectual, Vocational, Domestic training,
Physical, military and civic training
Science, philosophy, aesthetic and cultural education
(1600 B.C. – 300 B.C. )
36. C. Content to be Studied
1. Lower elementary level - Reading, writing, arithmetic, poetry
and gymnastics
2. Higher elementary level - Physical and military exercises,
grammar, rhetoric, declamation, argumentation and public
speaking
3. Secondary schools - Geometry, astronomy drawing, grammar,
and rhetoric
4. Higher Level - Philosophy, mathematics and science.
(1600 B.C. – 300 B.C. )
D. Agencies of Education
Palaestra, Didascaleum, Gymnasium, Rhetorical schools and
Philosophical schools
37. E. Organization of Grade Levels
(1600 B.C. – 300 B.C. )
Home education - Primary education - Secondary education -
Higher education
F. Methods of Instruction
Lecture, memorization, question and answer, developing the
natural talents and achieving happiness
G. Financing
The pupils or students had to pay school fees
H. Outstanding Contributions to Education
1. The Socratic method of teaching
2. The realm of philosophy
3. Mathematics
4. Art and classical literature
39. (750 B.C. – 450 A.D. )
A. Early Roman Education
B. Late Roman Education
40. A. Aims
Utilitarian, Moral, Military, Civic and political, Religious
B. Types of Education
(750 B.C. )
Physical and military training
Civic, moral, religious and vocational training
C. Contents to be Studied
1. Ballads and songs glorifying traits esteemed by Romans
2. The Laws of the Twelve Tables
3. Religious ceremonies and usages
4. Physical and military exercises
5. Domestic chores
6. Vocational
41. D. Agencies of Education
Home, shop, farm, military camp, forum, private schools
E. Organization of Grade Levels
(750 B.C. )
1. Early training for young children at home
2. Later, the boys went with their fathers to the shops and farms
3. At 16, the boy became citizen taking on TOGA VIRILIS of
manhood solemnized by religious ceremonies.
4. He then entered military camp
F. Methods of Instruction
Direct imitation, memorization and discipline
G. Financing
Education was free except for private schools
42. A. Aims
(750 B.C. – 450 A.D. )
Oratorical and Civic
B. Types of Education
Speech, civic and literacy training
Vocational education
C. Contents to be Studied
Elementary - Reading, writing and calculation
Secondary - Grammar, history, mythology and natural sciences
Higher education - Rhetorical
University - Applied science and professions
43. D. Agencies of Education
(750 B.C. – 450 A.D. )
School of litterator, School of Grammaticus, School of Rhetor
and Athenaeum
E. Organization of Grade Levels
1. At age 7-10, boys and girls entered the litterator.
2. At age 10-16, boys entered the school of the Grammaticus
3. At 16 or older, boys entered the school of the rhetor for two
or three years.
4. Those who hurdled the school of the rhetor went to the
Athenaeum for a professional course.
F. Methods of Instruction
Memorization, drill and writing exercises, public speaking practices
44. G. Financing
(750 B.C. – 450 A.D. )
Private schools were supported by the fees of the students
H. Outstanding Contributions to Education
1. Methods of organization, management and administration
2. Romans organized body of civil law
45.
46. A. Aims
Moral and Salvation
B. Types of Education
Moral and Spiritual Training
Music Education
C. Contents to be Studied
1. Moral and spiritual values
2. Requisites for baptism
3. Church doctrines
4. Music in connection with Church worship
D. Agencies of Education
Home, Church, Catechumenal School, Catechetical School and
Cathedral School
47. E. Organization of Grade Levels
At home – at the catechumenal school – catechetical school –
cathedral school
F. Methods of Instruction
Catechetical Method, memorization, exposition and exhortation
G. Financing
Students availed of free education
H. Outstanding Contributions of Education
Conversion of more than one-half of the world into Christianity
with the highest ideals of spirituality and morality
49. (500 A.D. – 1400 A.D. )
A. Monasticism
B. Scholasticism
C. Chivalry
D. Guild System
50. A. Aims
Spiritual and Moral
B. Types of Education
Moral, religious, literary and manual training
C. Contents to be Studied
1. Seven Liberal Arts: Trivium and Quadrivium
Trivium – grammar, dialectic and rhetoric
Quadrivium – geometry, arithmetic, music and astronomy
2. Greek and Roman classical culture and literature
D. Agencies of Education
Monastic Schools
51. E. Organization of Grade Levels
At 10 – monastic schools
At 18 – monastic order
F. Method of Instruction
Catechetical method, dictation, memorization, language,
discipline, meditation and contemplation
G. Financing
Pupils paid some fees and the State shouldered some expenses
H. Outstanding Contributions to Education
1. Opposed the vices and corruption of the medieval world
2. Europe acquired industrial skills and a concept of true dignity
of manual labor
52. A. Aims
Reasoned faith and intellectual discipline
B. Types of Education
Religious and intellectual education
C. Contents to be Studied
Theology and Religious Philosophy
D. Agencies of Education
Parish schools, monastic and cathedral schools, palace schools,
and university
53. E. Organization of Grade Levels
At 14, enters a university
Bachelor
Continued studying (4-7 years)
Licentia docendi
Master
54. F. Method of Instruction
Lecture, repetition, disputation and examination
Scholastic Method
Aristotelian Logic
G. Financing
Students paid fees
H. Outstanding Contributions to Education
1. Organization of the university
2. Emphasis on intellectual learning
55. A. Aims
Morality, Responsibility, Horsemanship,
Gallantry, Religiosity and Social graces
B. Types of Education
Social, military, religious and moral training
C. Contents to be Studied
For boys - Good manners, etiquette, horse riding
For girls – religion, music, dancing, household duties
D. Agencies of Education
Home, court, castle, tournament field and fields of battle
56. E. Organization of Grade Levels
1. Birth-7 years old - taught by his mother
2. 7-14 years old - sent to the castle.
3. 14-21 years old - a squire attending to the lord
4. 21 - inducted as a knight
F. Method of Instruction
Observation, imitation, practice, apprenticeship,
motivation and discipline
G. Financing
Pupils did not pay fees
H. Outstanding Contribution to Education
Emphasis on the learning of social graces and rules of etiquette
57. A. Aims
Preparation for commercial and industrial
life (Vocational preparation )
B. Types of Education
Vocational, Reading, writing, arithmetic and Religious education
C. Contents to be Studied
Crafty and commercial business to be learned
D. Agencies of Education
Burgher school, Chantry school, Guild school
E. Organization of Grade Levels
Apprenticeship – Journeyman – Master Craftsman
58. F. Method of Instruction
Observation, imitation and practice
G. Financing
Burgher schools supported by cities
Chantry schools supported by wealthy merchants
Apprenticeship was free
H. Outstanding Contribution to Education
Vocational training and apprenticeship
60. A. Aims
Scientific, Practical, Religious and
Vocational
B. Types of Education
Science, Vocational, Religious and Artistic designing education
C. Contents to be Studied
Focused on Math, Science, Literature, Philosophy, History
D. Agencies of Education
Elementary and Secondary school, Kuttab and University
E. Organization of Grade Levels
At 5 – elementary At 14 – secondary University
61. F. Method of Instruction
Lecture, observation and experimentation
G. Financing
Elementary education was free but higher education was not
H. Outstanding Contributions to Education
1. First to use zero and the decimal system of notation that gave
digits the value of position
2. Using the laboratory and experimental method in the
teaching of science
63. (1350 A.D. – 1500 )
A. Italian Humanism
B. Northern Humanism
64. A. Aims
Academic freedom, abundant living
and liberal education
B. Types of Education
Literary, aesthetic, physical, moral, religious
and intellectual training
C. Contents to be Studied
1. The Greek and Roman classics for appreciation
2. Varied human interests that make life truly beautiful
3. The world of nature; appreciation of the things of nature
D. Agencies of Education
Lower or elementary schools, Secondary or court schools
Universities
65. E. Organization of Grade Levels
1. Girls were taught by tutors at home
2. The boys had to go through school step by step: elementary,
high school and university
F. Method of Instruction
Lecture, Writing themes, Development of self-expression and
Sufficient motivation
G. Financing
1. It provided the foundation of modern academic freedom
2. Renewed interest in the study of the Roman and Greek
classics
H. Outstanding Contribution to education
Rich children paid fees but the poor children did not
66. A. Aims
Social, Religious, Moral, Literacy, Literary and Democratic
B. Types of Education
Social, Religious, Moral, Literary, Literacy and Democratic education
C. Contents to be Studied
Biblical and classical literature
E. Method of Instruction
Elementary schools, Secondary schools, Universities
D. Agencies of Education
Individualized instruction , Double translation , class-a-year
practice
67. F. Financing
The students paid fees in all the schools
G. Outstanding Contribution to Education
1. The class-a-year practice
2. Emphasis on the social purposes of education
68.
69. A. Aims
Religious, Moral, Elegant expression and rational inquiry
B. Types of Education
Religious, Moral, Character, Literacy, Music education
Universal compulsory and free education
C. Contents to be Studied
1. Religion with the Bible and other religious materials as texts
2. Singing and physical education
3. Reading, writing and arithmetic
D. Agencies of Education
Home, Civil authorities, Church, Vernacular primary school,
Classical secondary school – first State school system (Saxony
plan) and University
70. E. Organization of Grade Levels
1. Education of the masses in the vernacular elementary schools
2. Training of leaders in the secondary schools and universities
G. Financing
Excessive formalism, Religious indoctrination
F. Method of Instruction
In the vernacular elementary schools, education was free but in
the higher schools the students had to pay tuition fees.
H. Outstanding Contribution to Education
1. The development of the state school system
2. The class-a-year plan which became the model of a graded
school organization
71.
72. A. Aims
Religious moralism and Complete obedience to church
B. Types of Education
Religious, Moral, Professional education
Teacher training
C. Contents to be Studied
1. 4 R’s – Reading, writing, arithmetic and religion in elementary
2. More advanced study of classical literature
3. Math and logic
D. Agencies of Education
Elementary schools, secondary schools, higher schools
(universities) and teacher training schools
73. E. Organization of Grade Levels
1.The Jesuit secondary schools were open only to boys.
2. Spiritual preparation (novitiate) for 2 years
3. In higher school, there was a 3-year liberal arts course
4. 2 years of teacher training (juniorate)
5. Practice teaching for 5 years
6. Theological course for 4 years
F. Method of Instruction
General method
Grading pupils according to their ability
They made the pupils recite to the class
Phonetic method
74. G. Financing
In all schools, tuition fees were free.
H. Outstanding Contribution to Education
1. La Salle’s conception of the role of the teacher as a basis of a
real profession
2. The Jesuits’ better type of professional training especially in
teacher education
3. The Christian brothers’ grouping of pupils according to ability
and the use of the phonetic method of teaching reading
77. A. Aims
1. Complete knowledge and understanding of
environment
2. Development of values
3. Development of the whole man
B. Types of Education
Literary, Liberal and Practical education
C. Contents to be Studied
The curriculum of the verbal or literary realists was encyclopedic
that is they covered almost all subject matters
D. Agencies of Education
Home, Public day school, Academy and University
78. E. Organization of Grade Levels
1. Birth-6 years old, the child was taught at home
2. At age 7, the boy had to enter public day school
3. Between ages 12-21, the boy should be given his entire
education in the academy
4. Upper courses were taken in the university
F. Method of Instruction
Tutorial, reading widely and thoroughly, incidental method
G. Financing
Pupils in the lower schools were free but those of the higher
schools had to pay tuition fees especially in private schools.
H. Outstanding Contribution to Education
Practical education that would enable man to adjust himself to
his environment
79. A. Aims
Pragmatic utilitarian , decision making and social relations
B. Types of Education
1. Practical and social education
2. Physical, moral and intellectual learning
C. Contents to be Studied
1. History as a study of man’s past experiences
2. Philosophy as a study of human behavior, responsibilities and
duties
D. Agencies of Education
Tutor, Academies and Ritterakademie
80. E. Organization of Grade Levels
The boy started with a tutor, then attended either the academy or
the Ritterakademie. For a professional course, he attended a
university.
F. Method of Instruction
Tutorial system, Observation and social contact
G. Financing
The pupils had to pay fees to the school and their tutors
H. Outstanding contribution to education
Tutorial system, finishing schools and private military academies
81. A. Aims
For a harmonious society, scientific, religious, intellectual
and practical
B. Types of Education
1. Scientific type of training
2. Liberal education
C. Contents to be Studied
Children were taught reading, writing, vernacular, English,
drawing and music, physical exercises and group sports
D. Agencies of Education
Model educational institution for scientific investigation
Textbook
82. E. Organization of Grade Levels
The ladder system of organization of grade levels was adopted
Internal administrative school organization by Comenius
1. All schools should begin on the same date each year and students should
not be admitted except on the same date
2. There should be a systematic organization of the schedule of class work
3. Each class should have a separate room, separate teacher, separate
textbooks, and separate tests
4. School days should be organized in accordance with the age of the child.
Older children stayed 6 hours in school while younger ones were to study
only 4 hours a day
5. No homework
6. A half hour of relaxation should follow each study period
7. Morning hours were to be devoted for intellectual subjects and the
afternoon for physical and aesthetic subjects
83. G. Financing
Attendance in the lower vernacular schools was free but in the
higher schools the students had to pay school fees
H. Outstanding contribution to education
1. The emphasis on science in the curriculum
2. Development of the textbook
3. The internal administrative organization of a school
4. The ladderized system of grade level organization
84.
85. A. Aims
Formation of character and good habit formation
B. Types of Education
Physical, Moral and Intellectual education
C. Contents to be Studied
In elementary, drill subjects such as spelling, arithmetic, and
grammar and later history, geography and elementary science
were offered
In higher schools, classical languages and mathematics, English
and in addition, drawing, geography, history, anatomy, ethics,
dancing and practical and fine arts as hobbies were studied
86. D. Agencies of Education
Religiously motivated elementary school, Humanistic secondary
school, Humanistic college or university, Tutor
F. Method of Instruction
1. All methods were based on the laws of habit formation: desirable
habits of thinking and acting
2. Drill and exercise
3. Discipline – corporal punishment was used extensively.
E. Organization of Grade levels
All the pupils had to pass through the three levels of schooling:
elementary, secondary school and college
87. G. Financing
Pupils were admitted free in the vernacular elementary schools but
paid fees in the higher schools
H. Outstanding Contribution to Education
Formal discipline as an educational process
Habit formation
88.
89. A. Aims
Intellectual freedom, Living a life guided by reason, Aristocracy of
intelligence
B. Types of Education
Aristocratic, intellectual and social education
C. Contents to be Studied
Scientific and philosophical arguments were emphasized.
Content included philosophy, science, art, literature and social
refinement, polished manners, formal etiquette, and codes of
self-interest. There was no religion
D. Agencies of Education
Secondary and higher schools, Encyclopedia, Fashionable salons
90. E. Organization of Grade Level
The students went through the elementary, secondary and college.
F. Method of Instruction
Sense-based and application of reason
G. Financing
They paid tuition fees
H. Outstanding Contribution to Education
1. Training of creative thinking and reasoning (logic)
2. Use of the inductive method in making generalizations