PHILIPPINE NORMAL UNIVERSITY

THE NATIONAL CENTER FOR TEACHER EDUCATION

THE ENVIRONMENT AND GREEN TECHNOLOGY EDUCATION HUB
VISAYAS CAMPUS

PROFESSIONAL EDUCATION 02:

HISTORICAL
FOUNDATIONS OF EDUCATION

SUBMITTED BY: ROY SASPA

SUBMITTED TO: MARJEVIC CIOCON

CHAPTER I: AIMS TYPES CONTENT AGENCIES METHODS ORGANIZATION
 ANCIENT TO
ROMAN
EDUCATION
- Security - stays a. PRACTICAL a. PHYSICAL FAMILY a. Children learned by Primitive education
PRIMITIVE alive; protect oneself (simple forms of TRAINING unconscious imitation of activities mostly random and
EDUCATION and his family from the domestic, of their parents and other elder. incidental with no
destructive forces of vocational, b. SPIRITUAL AND b. They observe and later grades or level of
nature, human and physical, moral CEREMONIAL become participants. instructions. They
divine. and military TRAINING c. They learned by simple telling were required to
- Conformity - (social training). and demonstration of how things follow customs and
security) to work and b. THEORITICAL c. SOCIAL were done. traditions through
worship. (religious, musical KNOWLEDGE d. They learned by trial and error imitations of
and literary) especially those activities that did approved ways.
d. TRADITIONS not conflict w/ customs, taboos
and rites
EGYPTIAN a. Cultural – to a. Domestic a. Home (basic CHIEF METHODS: a. Home (first school)
EDUCATION preserve and Training education) a. Dictation b. Temple College
perpetuate culture. b. Religious b. Elders and Priests b. Memorization (higher learning)
b. Utilitarian – to c. Vocational – (religious, moral, c. Copying c. Apprenticeship was
transfer skills from Professional training, reading and prevalent in the
father to son. writing) skilled professions.
c. Temples were the d. Military and
center of advance vocational schools
learning also flourished.
d. High Priest
(applied math,
astronomy, physics
architecture and
embalming)
e. Apprenticeship
(medicine, priesthood
and military)
GREEK DUCATION a. give era higher a. creative activity a. Totalitarian
culture and b. logical thinking
enlightenment. c. civic and Two Principal
military affairs Components:
a. Aryan
b. Germanic

SPARTAN a. They aimed at a. Physical a. Military exercises a. State was the a. Training (military)
EDUCATION training powerful body Education and practices dominant educational
of soldiers making a b. Military Training b. Reading and agency.
state a perpetual c. Spartan Moral writing
military camp. Training
b. To develop d. Instruction in
conformity, endurance, Music and Dance
strength, cunning and e. Domestic
patriotic efficiency. Training
c. To develop nation of
unequalled military skill
with citizens absolutely
devoted to the state.
d. To develop the
capacities of men in
war.

ATHENIAN To develop excellence a. Civic training a. Reading, writing a. State a. Didiscaleum (music school) a. Imitation
EDUCATION which meant to full b. Physical and arithmetic b. Home b. Plaestra (gymnasium) b. Memorization
rounded development training b. Verses c. School c .Participation
of mind and body and c. Moral training c. Military skills and d .Intensive training
public usefulness, the d. Intellectual civic virtues(boys) in speech,
ability to take active training emphasizing
parts in the business of e. Music, poetry grammar, rhetoric
state. and dancing and oratory

ROMAN a. Development of the a. Practical a. practical and a. Family Elementary level:

EDUCATION vir bonus(good citizen, training moral character b. Religious activities a. Memorization
good soldier, the good b. Religious BOYS: c. Greco-roman b. Imitation
worker) training -12 tables school c. Writing
c. Vocational -roman history d. school teaching d. punishment
b .linguistic facility and education -procedures of secondary level:
perfection in public d. Intellectual the court and the a. good literary discourse
speaking and debate training senate b. moral habits
e. Vocational -conduct of war rhetorical school:
training -business, sports, a. declamation
f. Oral training the use of weapons all:
GIRLS a. eulogies
-domestic life b. exhortation
-religious c. funeral observation
functions d. lectures
 -legendary
ballads
-religious songs
Chapter II: AIMS TYPES CONTENT AGENCIES METHODS ORGANIZATIO
N
MEDIEVAL a. Aims of Jesus a. Education based on a. Development of individual and *Jesus* a. The conventional
EDUCATION teaching may not be teachings of Jesus social behaviour. a. Home method- usually informs
summed up in his must necessity is b. Fundamental universal truth. b. Synagogue and intimate, the method
words “ seek ye first universal and c. Organize a school or any social School was direct natural and
the kingdom of GOD democratic. institution. c. Critical and familiar. Questions were
and his righteousness Analytic asked and answered and
and all these things d. Intellectual difficulties proposed and
shall be added an to Curiosity removed.
you” e. Critical b. The gnomic method-
b. To renounce the Judgement Jesus frequently resorted to
privileges and the use of gnomes or
advantages that proverbs.
comes from riches and c. Parable- kind of
selfishness of private composition or an analogy.
ambition. - is a plain and
simple description of life
directed to the imagination.

*Jesus introduce methods

we are still use today*
a. Adjust lessons to the
experiences of the student.
b. Used concrete everyday
incidents for his example.
c. Used the simplest
language to teach the most
truths.
d. Recognized what Dewey
later popularized- learn to
do by doing.
e. Encouraged students to
question.
f. Appealed to the
imagination.
g. Stimulated thinking by
power of suggestion.
h. Recognized individual
differences and adjusted his
 teaching methods to the
needs and capacities of
learners.
THE EARLY a. Moral regeneration a. Comprise training a. Basic instruction (to fit a. Christian *Church*
CHRISTIAN of the individual. b. Religious training candidates for Baptism). Home a. Education
CHURCH b. Training of converts, c. Musical training b. Basic elements of church b. Church b. Impromptu Exposition
clergy and the doctrine. (Catechumenal c. Exhortation
children. c. Church rituals. School) *School*
c. Reform of society. d. Moral virtues of Christ living d. Catechetical Method
made up the brief training. e. Rote Recitation
e. Physical training, art, science, f. Memorization
literature and rhetoric.
MONOTICISM a. Salvation of a. Literary activities *The 3 R’s* Under a. Catechetical Method
individual souls. b. Manual training a. Reading Charlemagne: b. Dictation
b. Kind of Moral and c. Religious or moral b. Writing a. Palace c. Memorization
physical discipline nature c. Arithmetic School- for the - Latin- language of
based on bodily *Trivium* sons of nobility instruction
mortification and d. Grammar in the hope of d. Meditation
worldly renunciation e. Rhetoric producing e. Discipline
for the sake of moral *Quadrivium* more leaders
improvement. f. Dialectic of the church
g. Arithmetic and the state.
h. Geometry b. Parish
i. Astronomy Schools
J. Music
SCHOLASTICISM a. To support the a. Theology and a. Cathedral a. 4 Principal Exercises: a. Monastic (under
doctrines of the religious philosophy. Schools 1. Lecture abbot) and
church by rational *Two Campus* b. Palace 2. Repetition cathedral schools
argument. 1. Scholastic Realists Schools 3. Disputation (under bishop).
b. To give supporting (Anselm)- believed that 4. Examination b. Broader
authority to the ideas or concepts were b. Logical Analysis education at
intellect. only real objects known c. Statement of Thesis institutions
c. To justify faith by through the senses d. Its proof c. Association of
reason. were only copies of e. Solution teachers chartered
d. To substantiate these ideas. f. Objectives w/ a rebuttal by pope, emperor
theology by logic. 2. Conceptualism- for each or king.
e. Intellectual argued that although a g. Syllogism (preferred of d. Universities
discipline universal object had no argument) Magistorum et
f. Limited itself to objectives existence. scholarium-
religious and -is an expression universal meant a
 intellectual education of sum total of corporation of
characteristics that teachers and
group individual student.
objects had in - the entire
common. chartered
b. Aristotelian company was the
philosophy and stadium generate.
Christian Dogma - students group
was systematized by themselves into
Thomas Aquinas in nations, according
“Summa to their place of
Theologicae.” origin. They
annually elected a
councillor.
-teachers of the
same subject was
called faculties and
annually elected a
clean.

*Three Features
Marked The
Medieval
University*
1. Its corporate
character.
2. Its special
privileges and
immunities.
3. Protection
which teaching
and scholarship
enjoyed by its
right to grant to its
graduates the
licence to teach.
CHIVALRIC a. To teach best a. Social Training *BOYS* *GIRLS* a. Home (early a. Imitation
EDUCATION ideals. b. Military Training *Activities* a. Religious education) b. Example
b. To inculcate c. Social Training a. Physical faith and b. The lords c. Learning by doing
gallantry toward d. Class education for b. Social ceremonies and ladies of d. Motivation
 women. entrance into c. Military b. Dancing and the castle were e. Discipline
c. Honesty in aristocracy d. Religious singing the teachers
everything, courage at e. Social discipline *Early Training* c. Handicraft c. Fields of
all times. a. Reading and battle were the
b. Writing management school of
c. Health of the education for
Instruction household the boys.
d. Training servants d. The courts
etiquette were schools
e. Obedience to for the girls
superiors e.
f. Playing Troubadours,
musical ministers,
instruments gazetteers
g. Riding and served as
jousting agents of
i. Singing and education and
playing provides of
entertainment
THE GUILD a. To be prepared for Elementary Masters: a. The burger a. Example *3 Stages*
APPROACH TO the requisites of Instruction: a. To teach schools b. Imitation 1. Apprentice
EDUCATION commerce and a. Reading their b. The Chantry c. Practice 2. Journey
industry b. Writing apprentices schools d. Dictation 3. Master
c. Arithmetic their crafts and c. Guild e. Memorization craftsman
also provide schools f. Catechetical Method
adequate
religious
instructions
SARACENIC a. Search for a. Vocational Education Elementary Higher Level: a. Elementary *MUSLIM SCHOOLS*
APPROACH TO knowledge b. Intellectual Training Level: a. Algebra School a. Scientific Method
EDUCATION b. Application of c. Financial Aid a. Reading b. Geometry b. Academic, b. Catechetical Method
scientific facts to the b. Writing c. universities c. memorization
daily life c. Arithmetic Trigonometry and libraries in d. lecture
c. Development of d. Religion d. Physics the domain
individual initiative e. Grammar e. Chemistry *HIGHER EDUCATION*
and social welfare- f. science f. Geography e. travel
liberal education g. Astronomy f. explanation
h. Anatomy
i. Pharmacy
j. Medicine
k. Surgery
l. Philosophy
m. History
n. Literature
o. Logic
p. Metaphysics
q. Law
CHAPTER III: AIMS TYPES CONTENT AGENCIES METHODS ORGANIZATI
ON
ITALIAN OR a. To develop individual a. Literacy a. Extensive *Agencies a. A text replacing much lectures.
INDIVIDUAL personality through nature, b. Aesthetic classical and b. Written themes displacing oral discourse.
HUMANITITIES art, music and architecture. education- b. Literature Organizatio
b. To get the most possible appreciation of art, c. Subjective world ns:* Da Felre’s Contribution: on Methods:
out of life was expected to music and drama of the emotions to a. Secondary a. Adapting the work of individual to his need
live a full excellent and rich which became the inculcate an school type and capacities.
existence. most outstanding appreciation of the (court b. Developing a balance between mental activity
characteristic of beautiful and schools) and physical activity.
humanistic interest in b. Vittorno de c. Developing the power to think.
education introspective Feltre School- d. The inclusion of play in the circula.
observation and good
analysis. knowledge of
d. Physical training reading, a
e. Grammar broad
f. Rhetoric background of
g. Mathematics manners and
graces and
training in
loyalty to
Christian
principles.
NORTHERN OF a. Social reform and *Education* a. Classical and *Agencies “Erasmus”
SOCIAL improvement of human a. Religious Biblical Literature and a. The need to study the child carefully for
HUMANISM relationship. b. Moral Erasmus of Organizatio individualized instruction.
b. Eliminating ignorance of c. Social Rotterdom- ns:* b. The importance of games and exercises in
the common people and the edited many Greek a. Secondary education.
hypocrisy of social leaders. Religious instruction- & Latin authors Schools c. Keeping education in close touch with social
taken seriously and including the New b. French needs and life of the time.
attacked moral evils Testament which Lycees d. Valve of repetition and mastery of small units
in the church. later became the g. German of work at a time.
Literary Education- basis of the King Gymnasium e. Motivation and the use of praise and reward.
encouraged as a James Version in f. Emphasis on gentleness as opposed to
means for social English physical punishment.
ends.
“Juan Luis Vives”
a. Use of vernacular
b. Broadening of the curricula and the education
of women.
 “Roger Ascham”
a. Advocated double translation in teaching
language.

“Johann Strum”
a. Stressed imitation and memorization.
b. The use of vernacular in the lower grade.
c. The use of pupil monitors.
d. Carefully grading of instruction.

REFORMATION a. Religious Moralism- living a a. Character a. Singing, *Agencies a. Reading

worthy life on earth will education physical education and b. Memorization (gospel, hymns and psalms)
guarantee a glorious life b. Universal, and vocational Organizatio c. Rigid, discipline was strict and religious
hereafter. compulsory, free training ns:* indoctrination became the chief method
- must provide adequate education (Protestant a. Home
training in the duties of the Elementary (good home
home, occupation, church Schools) training,
and state. b. Literature, parental
b. Theocracy- economic, Mathematics, discipline and
social, religious and Natural science, sound family
educational. music and life)
gymnastic *The
(Protestant Protestant
Secondary School
Schools) System*
c. Scholastic b. The
Theology, common
Jurisprudence, vernacular
Literature and school
Culture. c. The
University
THE CATHOLIC a. Religious moralism a. Domestic and a. 4 R’s *3 Levels* *From the Jesuits*
COUNTER b. To develop an Domestic Training b. Humanistic- a. The a. Doing a small amount of work at a time,
REFORMATION unquestioning obedience to b. Roman Catholic religious education elementary doing it well and making sure it is retained.
the authority of the church. teaching orders was c. Moral training, which was for b. Two steps in the teaching method, protection
in the realm of exercises and the poor. and repetition.
*Jesuit Schools* professional activities b. Christian c. Adapting the lesson to the abilities and
a. To train leaders: the education, graduate brothers interests of children.
Christian brothers, to teach schools of law and c. The Jesuits d. Participation of pupils by question and answer
 poor, the Jansenists, to medicine and in the and Jansenist e. A lot of repetition for mastery
emphasize spiritual salvation field of teacher “Ratio f. Review
*Convent Schools* training. Studiorum”- g. Motivation by rivalry and education
a. To prepare young women plans for the
to perform their duties as administration *For Christian Brothers*
Christian members of the of school, the a. Grade pupil according to ability
society, especially establish program and b. Adopt the method in which the pupil recited
and maintain Chastity and courses of the not to the teacher but to the class.
piety, to refine taste and study,
gently manners. selection and *From the Jansenites*
training of a. Teaching of the vernacular by the phonetic
teachers, school.
methods of b. Nothing is to be memorized unless
teaching and understood.
supervision of c. Use of textbooks
instruction
and methods
of discipline.
THE REALIST a. To complete knowledge a. Literacy type of a. Learning of the *Agencies *Vives*
MOVEMENT: and understanding of human education vernacular and The teacher should study each pupil
LITERACY society b. To achieve this b. Physical Organizatio individually; adapt school work to the abilities
REALISM b. To achieve this was was through the exercise, games ns:* and interests of pupils, hold quarterly
through the study of classical study of classical and sports, bible a. Public conferences with teachers to thoroughly asses
literature for the preparation literature for the study, intellectual schools the pupil’s progress.
for life. preparation for life. readings *Rabelais*
b. Development of a whole c. Development of c. Moral and In the incidental method of teaching all learning
man whole man religious is to be made pleasant; learning facilitated
d. To Prepare for actual living d. To prepare for institutions through natural- activities, reasoning substituted
actual living. for the rote learning. Make use of reference
books.
*Milton*
Reading is done for content and not for syntax;
use of resource person in the classroom;
discussion and lectures by academic authorities.
SOCIAL a. To prepare the aristocratic a. Practical type *Content,
REALISM youth for the life of a b. Physical Agencies and
gentleman in the world of education Organization*
affairs. c. Moral training a. According to
d. Intellectual Montaigne- proved
training most suitable so
 that schools had
very little use.
b. Social Realists-
experience was
more important
that books
c. Private Tutorial-
nobility
d. Social Realism-
Finishing School
and private
military
SENSE Develop a harmonious PRACTICAL, a All schools should SCHOOL: 1) The knowledge comes through the senses
REALISM society, working in comprehensive begin on the same The school of and the order of learning must be things,
accordance with natural and curriculum with date each year the mother’s thoughts, and words.
universal laws. stress on scientific and students knee, a 2) Mulcaster
Give man dominance over training. should not be preschool in -children must be studied thoroughly and
things; utilize knowledge for a DEMOCRATIC and admitted except every home; their innate abilities.
practical useful life (Bacon). VERNACULAR, on the opening A vernacular -make use of games, play, and exercise for
Have eternal happiness with education for all in date. elementary learning purposes.
God, and prepare for the same schools. There should be a school in 3) Bacon
activities of life through systematic every hamlet; -use the inductive method for learning
knowledge (Comenius). organization of the A Latin school 4) Ratke
Education should not repress schedule of class in every city; -all learning should follow the course of
the natural tendencies of man work. A university nature
but help nature to her Each class should which was -learning should only be one thing at a time
perfection. have a separate rigidly -repetition must be done as often as possible
room, a separate selective in -everything should be learn first in the
teacher with every provine. mother tongue
separate tests. -learning should be without compulsion
School days should -nothing is to be learned by rote
be organized in 5) Comenius
agreement with -education should appeal to the child’s
the child’s nature. natural interest
Older children -learning starts from the senses
should stay about -whatever is learned must be of practical
6 hours in school value
while younger -general principles should be explained first
ones should stay and details follow
only hours a day. -all things should be taught in succession
 There was to be and only one at a
no homework. time
A half hour -children learn to by doing
relaxation follows -words must not be repeated
each day period. -senses, memory, imagination and
Morning hours to understanding should be exercised daily
be devoted to
intellectual
subjects and the
afternoon to
physical and
aesthetic subjects.

DISCIPLINISM( Formation of character and Physical, Moral, Drill subjects such School Sensation, memory, and reasoning Grammar
Formal provide exercises of mind, of and Intellectual as spelling, Systems schools of
discipline) the body, and self-control mathematics and England, the
grammar. gymnasium of
Germany, the
tutorial system,
the humanistic
secondary
school, and the
church
elementary
school

PHILOSOPHER PHILOSOPHY AIM OF EDUCATION CURRICULUM METHODOLOGY TEACHER & LEARNER

RELATIONSHIP
FRIEDRICK The Pedagogies of Aim of education was the Reliance on nature was the
FROEBEL the Kindergarten development of the child. chief educator. The subject
lesson meant that concrete
objects were used to ultimate
recall of a corresponding idea
in the child’s mind.
JONATHAN Methodology of The chief aim of education The curriculum is compose of
HERBART Teaching was moral development to the foundation of moral
produce a good person character, (1)the idea of inner
with varied interest. freedom,(2) the idea of
perfection,(3) the idea of
benevolence,(4) the idea of
justice, and (5) the idea of
retribution.
MARIA Methods of Early The curricula included three
MONTESSORI Childhood major types, activities and
Education activities; practical skills such
as serving a meal, tying
buttons or washing dishes;
sensory and muscular skills
developed through repetitive
exercise and formal skills like
reading, writing, and
arithmetic.
JONATHAN Theory and Impact The aim of education was The content was made up of
HEINRICH on Education the social regeneration of physical exercise, play
PESTALOZZI humanity. activities and nature studies.
Teaching should proceed from
the known to the unknown,
Emphasis was placed on
names, play songs, stories
and crafts.
The methods includes the
formal step of instruction, (a)
preparation,(b)
presentation,(c)
association,(d) generalization,
and (e) application.
The method of instruction was
carefully pre-planned and
followed patterns of human
growth and development.
He used the object lesson- a
special method consisting of
three basic sorts of learning:
form, number and sound.
The teacher must be an
active instructor instead of
hearer of memorized facts.
The teacher should be a
novel and cultural model
worth of the children’s love
and trust. He\she should be
an approachable and open
person.
The teacher maintains
discipline by the idea of
retribution which indicates
that reward & punishment
accrued to certain kinds of
behavior.
Learning was spontaneous,
meaning that children has
an inner to work at that
which interested them with
the prodding of teachers or
the use of rewards and
punishments.
Teachers should be warm
and emotionally secure.
Children should learn in a
slow precise manner,
understanding thoroughly

JOHN DEWEY Pragmatism The aim is to ensure
effective communication
among citizens, experts,
and politicians. The latter
must be accountable for
the policies they adopt.
JEAN PIAGET Cognitive . Aim at making education
Development a science.
EDWARD Laws of learning Making education a
THORNDIKE science.
Idealism To contribute to the
development of mind and
self, the school
from concrete to the abstract,
from the learner’s immediate
lesson to the distant and
remote.
Education and learning are
social and interactive
processes, and thus the school
itself is a social institution
through which social reform
can and should take place.
The content was made up of
stages of cognitive
development. (1) sensory-
motor learning,(2) pre-
operational,(3) concrete
operation and (4) formal
operation.
The content includes the three
laws of learning, (a) law of
readiness, (b) law of exercise,
(c) law of effect.
A body of intellectual subject
matter which is ideational and
conceptual on subjects which
Teachers encouraged children
to explore and experiment.
Instruction was individualized
children should be provided
with concrete materials to
touch, manipulate, and use.
The methods were stated in
the law of exercise. The more
frequent a bond is exercised,
the stronger it becomes; the
move you memorize; the
better is the memory; the
more practice, the better the
performance.
Methods to be used in
instruction should encourage
accumulation of knowledge
whatever was being
studied.
There must be some
measure at progress so that
the learner can gauge his
success and thus gain a
feeling of satisfaction.
Applied to the classroom, a
pleasurable climate facilities
learning, rewards must be
used instead of
punishment; the teacher
must be sympathetic and
understanding.
The teacher must be
excellent mentally and
morally in personal conduct
 emphasizes intellectual are essential for the realization
abilities, moral, of mental and moral
judgments, aesthetics, development. Subject matter
self-individualization, should be made constant for
individual freedom, all.
individual responsibility
and self-control.
Realism The aim of education is to The realist believe that the
provide the student with most efficient and effective
the essential knowledge way to find out about reality is
he will need to survive in to study it through organized,
the natural world. separate, and systematically
arranged subject matter.
There are two approaches in
curriculum, the subject-matter
approach and the liberal arts
approach.
Essentialism The essentialists have as The essentialists emphasize
their ultimate aim “to fit the need for a curriculum that
the man to perform justly, transmits significant race
skillfully and experiences and the need to
magnanimously all the present these racial
offices, both private and experiences through organized
public, of peace of war”. subject matter course. The
learning of the essential
curriculum requires discipline
and hard work.
Perennialism The perennialists have for The perennialist view
their aim the education of education as a recurring
and thinking and must apply
criteria for moral evaluation.
Suggested methods are
questioning and discussion,
lecture and course, the
project, whether done singly
or group.
In the elementary level,
emphasis is on the
development of skills for
reading, writing, arithmetic,
and study habits. In the
secondary and collegiate level,
the students will be required
to recall, explain, compare,
interpret and make inferences.
The essentialists habituation
more than experience,
guidance more than
incidentalism, discipline more
than freedom, effort more
than interests, and self-
examination more than
expression.
The perennialist suggests that
the best means to attaining
and convictions. The
teacher must exercise
creative skills in providing
opportunities for pupil’s
minds to analyze, discover,
synthesize, and create.
The teacher is a person
who possesses a body of
knowledge and who is
capable of transmitting it to
students. This is the kind of
relationship stressed in
realism. Learning should be
interactive. The teacher
maintains discipline by
reward, and control the
pupil by activity.
 the rational person. The processs based on eternal
central aim of education truths, thus, the school’s
should be to develop the curriculum should emphasize
power of thought. They the recurrent themes of
view the universal aim of human life. The perennialists
education as the search prefer a subject-matter
for the dissemination of curriculum which includes
truth. history, language,
mathematics, logic, literature,
the humanities, and science.
Progressivism The aim of progressive The curriculum was to come
education is to meet the from the child so that learning
needs of a growing child. would be active, exciting and
varied. The content of subject
matter was done by the
teacher and the students as a
group project or cooperative
effort.
Reconstructionism Aims to awaken the The reconstructionist
students’ consciousness curriculum should include
about social problems and learning to live in a global
actively engage them in milieu. The school, therefore,
problem solving. becomes the center of
controversy where students
and teachers emphasize and
encourage discussion of
controversial issues in religion,
economics, politics and
education; these discussions
are not simply intellectual
exercises.
the enduring knowledge is
through the study of the great
books Western Civilization.
The method of study would be
the reading and discussion of
these great works which, in
turn, discipline the mind.
Extreme reliance on bookish
methods of instruction;
obtaining learning by
memorization of factual date;
the use of fear as a form of
discipline; and the four-
walled philosophy of education
that is isolated the school
from the realities of life.
Classroom methods will be
problem oriented- students
are asked to critically examine
cultural heritage. Students
and teachers participate in a
definite program of social,
educational, political and
economic change as a means
of total cultural renewal.
Existentialism Education should cultivate Subjects are merely tools for
an intensity of awareness the realization of subjectivity.
in the learner. Education Learning is not found in the
should be concerned be structure of knowledge nor in
concerned with effective organized discipline, but in the
experiences, with these students’ willingness to choose
elements of experience and give meaning to the
which are subjects and subject. Literature and the
personal. humanities are important in
the existentialist curriculum.
Philosophical The philosophical analysts The foremost philosophical
Analysis seek to reduce statements problems in curriculum
about education to integration are what meanings
empirical terms. are involved, what
assumptions are made about
knowledge, what relationships
these forms have, and what
structural unity of language is.
In questions and answer,
sometimes the teacher does
not know the answer, but the
best question would be one
that awakens the students’
awareness of the ethical and
aesthetic aspects of existence.
The schools, therefore, is a
place where teachers and
learners discuss human life
and where they are given
opportunities to choose
solutions.
The analysts examine what
the words think, read, or learn
mean. Meanings must be
viewed against the conditions
and circumstances of
contemporary society. In the
area of teaching, analysts
must clarify the aims and
intentions so that each activity
is seen in a clear relationship
to those aims.