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.

1. CHAPTER 8
MEN IN MODERN
EDUCATION

2. 16th-17th centuries
(education for this world)
 18th-19th centuries
(child-centered education)
 19th- 20th centuries
(democratization of education)

3. 16TH – 17TH CENTURIES
EDUCATION FOR THIS
WORLD
PREPARED BY: JEAN V. JAVELLANA

4. SIGNIFICANT PEOPLE (MEN IN THIS CENTURIES)
1. JOHN AMOS COMENIUS
2. JOHN LOCKE
3. FRANCIS BACON
4. RICHARD MULCASTER
5. FRANCOIS FENELON
6. WOLFGANG RATKE
7. MARTIN LUTHER
8. ST. JOHN BAPTIST DE LA SALLE

5. 1. JOHN AMOS COMENIUS
1592-1670
“THE FATHER OF MODERN
EDUCATION”
 Educational reformer
and writer
 Born in Moravia
 Wrote the Orbis Pictus
Sensualium (World of
Sensible Things Pictured)
 Famous work is Great
Didactic
 Wrote over 154 books

6. ORBIS PICTUS
SENSUALIUM
It consisted of pictures
illustrating Latin sentences,
accompanied
by vernacular translations.
For example, the chapter “The
Head and the Hand” began
with a picture of a head and
two hands followed by
sentences such as:
Vernacular: In the Head are,
the Hair, 1. [which is
Combed with a Comb, 2.]
two Ears, 3. the Temples, 4.
and the Face, 5. . .
Latin:
In Capite sunt Capillus, 1.
[quipectitur Pectine 2.] Aure
s 3. binae, & Tempora, 4. F

7. GREAT DIDACTIC
- Published in 1633
- This has been selected by
scholars as being
culturally important and
part of the knowledge
base of civilization. This
was reproduced from
original article and remain
as true to the original work

8. SOME PRINCIPLES COMENIUS OBSERVED IN
NATURE APPLICABLE TO EDUCATION:
1. Nature observes a suitable time
2. Nature prepares the material, before she
begins to give it form
3. Nature chooses a fit subject to act upon, or first
submits one to a suitable treatment in order to
make it fit
4. Nature is not confused in its operation, but in its
forward progresses advances distinctly from
one point to another
5. In all the operations of nature, development is
from within

9. SOME PRINCIPLES COMENIUS OBSERVED IN
NATURE APPLICABLE TO EDUCATION:
6. Nature, in its formative processes, begins
with the universal and ends with the
particular
7. Nature makes no leaps, but proceeds step
by step
8. If nature commences anything, it does not
leave off until the operation is completed
9. Nature carefully avoids obstacles and things
likely to cause hurt

10. INFLUENCES OF COMENIUS IN EDUCATIONAL
PRACTICES TODAY
1. He used pictures, maps,
charts, and other visual
aids
2. He even brought drama
into the classroom
3. In his system, there
were four levels,
equivalent to pre-
school, grade school,
high school and college
4. He was also an
advocate of continuing
education, believing that
learning should be a
lifelong process
5. He was first to recognize
that the play of
childhood was learning

11. 2. JOHN LOCKE
1632-1704
“THE FATHER OF ENGLISH
*EMPIRICISM”
 Foremost exponent of
disciplinism (education
as based on discipline)
 Authored the “tabula
rasa” theory (the mind
of child at birth is a
blank tablet)
*Empiricism- gaining of knowledge
by experience

13. MAJOR CONTRIBUTIONS AND
ACCOMPLISHMENTS:
 His book, the Essay, is one of the most
influential works in philosophy
 He wrote the influential political work Two
Treatises of Government
 His views strongly influenced European
education in the 18th century (believed that
human nature is characterised by reason and
tolerance)
 He is considered one of the greatest western
philosophers

14. 3. FRANCIS BACON
1561-1626
“LORD HIGH CHANCELLOR
OF ENGLAND”
 Introduced the inductive
method of teaching
from his book “NOVUM
ORGANUM
 Wrote the “NEW
ATLANTIS and “THE
IDOLS OF THE MIND”

15. Novum Organum
-is a philosophical
work by Francis
Bacon, written
in Latin and published
in 1620. The title is a
reference to Aristotle's
work Organon, which
was
his treatise on logic
and syllogism

16. NEW ATLANTIS
- is an
incomplete utopian nov
el by Sir Francis Bacon,
published in 1627. In
this work, Bacon
portrayed a vision of the
future of human
discovery and
knowledge

17. NOVUM ORGANUM AND THE THEORY OF
INDUCTION
 Bacon dealt with
scientific method which
became famous under
the name of induction
 He repudiates the
syllogistic method and
later on, he developed
his method in detail,
namely in his Novum
Organum
 The method of induction
works in two stages:
(1) Learned experience
from the known to
unknown has to be
acquired
(2) Process of exclusion
which Bacon classified
the intellectual fallacies
of his time under four
headings that he called
idols (Idols of the tribe,
Idols of the Cave, Idols
of the marketplace, and
Idols of the Theater)

18. CONTRIBUTIONS:
SOME OF THE MORE NOTABLE WORKS BY
BACON ARE:
 “ESSAYS” (1597,1st edition)
 “PROFICIENCE AND
ADVANCEMENT OF
LEARNING” (1605)
 “THE NEW ATLANTIS”
(1627)
 “THE SCIENTIFIC
METHOD” (1620)

19. 4. RICHARD MULCASTER
1531-1611
“FIRST HEADMASTER OF THE
MERCHANTS-TAYLOR’S SCHOOL”
 An English Schoolmaster,
educated at Eton, Cambridge,
and Oxford
 His two books fame rests mainly
(Positioning Concerning the
Training Up of Children,1581)
and The First Part of the
Elementarie,1582)
 High master in of St. Paul’s
School in 1596

20. - Positions originally published in
1581 during a very active period in the
history of education in England,
Mulcaster's Positions, dedicated to
Queen Elizabeth I, was an ambitious
bid to change the direction of English
schooling.
- Elementarie was first published in
1582. It was written as a pedagogical
guide, and was an attempt to make
English language and culture more
respected and accessible.

21. CONTRIBUTIONS TO EDUCATION:
 He recommended special university training for
teachers, comparable to doctors and lawyers,
careful selection of teachers and adequate
salaries, assignment of the best teachers to the
lowest grades and close association between
teachers and parents
 He emphasized the importance of individual
differences in children, the adjustment of the
curriculum to theses differences, and the use of
readiness rather than age in determining
progress

22. 5. FRANCOIS FENELON
1651-1715
“ACTIVIST FRENCH EDUCATOR AND
WRITER”
 Embraced the ideas of
*Quietism
 Sealed his fate with the
publication of *Telemaque
 Expressed his convictions
in De l’Education des Filles
(On the Education of Girls,
1687)
Quietism- religious movement that advocated mystical union by withdrawing the soul from external objects
and fixing it on contemplation of God
Telemaque-indirectly criticized the policies of the king

23. It is a didactic French novel by Fénelon, Archbishop
of Cambrai and tutor to the seven-year-old Duc de
Bourgogne (grandson of Louis XIV and second in
line to the throne)
FIRST PAGE

24. CONTRIBUTIONS:
 PIONEERED IN THE EDUCATION OF
WOMEN
 A DEFENDER OF HUMAN RIGHTS
(“Each individual owes incomparably more to
the human race, which is the great
fatherland, than to the particular country in
which he was born”)

25. 6. WOLFGANG RATKE
1571-1635
“GERMAN EDUCATOR”
 Practical demonstrator
 Initiated teaching in
accordance with the child’s
nature
 Revived the methods of
Socrates and Plato

26. CONTRIBUTIONS:
 Initiated repetition to ensure mastery
 Advocated the use of the vernacular as the proper means
for approaching all subjects

27. 7. MARTIN LUTHER
1483-1546
“GERMAN RELIGIOUS REFORMER”
 Inaugurator of the
protestant reformation
 Became a doctor of
philosophy in 1505
 Became priest in 1507

28. CONTRIBUTIONS:
 Wrote “To the Councilmen of all cities in
Germany that they establish and maintain
Christian Schools”
 A sermon on Keeping Children in Schools
 Translated the bible into German for the “laity”
(common folk)
 Points to reformation:
• Education of children must be religious education
• Education of a “Christian Man”
• The sanctified life of God’s people

29. 8. ST. JOHN BAPTIST DE LA SALLE
1651-1719
“PATRON SAINT OF TEACHERS”
 Founder of Institute of
Brethren of Christian
Schools (La Salle Schools)
 Author of a system of
psychologic *pedagogy
* Pedagogy -how the teacher interacts with
students and the social and intellectual
environment the teacher seeks to establish

30. REASONS HE GAVE FOR THE ABSURDITY OF
RETAINING THE LATIN TEXTS INSTEAD OF
VERNACULAR TO TEACH THE ART OF READING:
1. Greater and wider utility
2. More easily taught to
children
3. Less time to learn the
art of reading
4. Boys and girls attending
schools generally leave
without being able to
read the vernacular and
with only imperfect
knowledge of how to
read the Latin
5. Children who can read in
the vernacular could
spread the Christian
doctrine in the family
circle
6. Children in elementary
schools impossible to
master the reading of
Latin texts because they
are not acquainted with
its subject matter

31. CONTRIBUTIONS:
 PRIORITY WAS ELEMENTARY SCHOOLS
 ZEAL IN PROMOTING CHRISTIAN
EDUCATION
 INTRODUCED A PRACTICAL TEACHER
TRAINING PROGRAM
 SUCCESSFULLY LAUNCHED A NORMAL
SCHOOL, PERHAPS THE FIRST NORMAL
SCHOOL IN THE HISTORY OF
EDUCATION