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Education is as old as life itself. Nobody, not even anthropologists, sociologists, nor historians,
can present an accurate account concerning the origin of education. Along this line, educational
experts are confronted with the views of the two opposing schools of thought of the evolutionist
and the creationist. The evolutionist believes that education started when primitive people-
savage, brutish, and animalistic began their quest to find ways to feed, clothe, shelter, and protect
themselves, and compete with animals for survival. In their quest, they discovered many things.
This is education in its simplest form, characterized by the absence of reading, writing, and a
comprehensive language. Education was informal and learning was done through observation
Education commenced and developed from the human struggle for survival and the
continually struggle against natural forces, rapacious beasts, and fellow humans to protect
their lives. Thus everyday they developed new knowledge and skills that became their
life pattern. Learning for them is to share one’s knowledge to others by sharing
1. Primitive Education
The fundamental aim of primitive education was to instruct children to become good
members of their community. The training for citizenship was very significant because
primitive people are highly concerned with the growth of the individual as tribal member.
education.
Late childhood education was spontaneous and inarticulate imitations, while the early
adulthood was strictly standardized and regulated. The learning process commenced with
the initiation by separating the learner from his family and placing him in a secluded
place where other learners stayed. The learner should stay in the place for a period of
time set by the teacher following the curriculum that consist of cultural values, tribal
a. Ancient China
The Chinese of today are descendants of a proud civilization which settled along the
banks of the Huang-Ho and Yangtze rivers. Chinese education was aimed at selecting
and training people for public service thus it put emphasis on the molding of a person's
character and the inculcation of ethical and moral values. The Chinese believed that it
was the government's responsibility to provide education to the people so that they
By its direct involvement in the people's education, the government was likewise able to
select those who were really talented and equip these citizens with the instructions they
needed to qualify them for public service. In this manner, the ethical and moral
foundation of society was safeguarded and perpetuated To promote its focus on ethical
scholar who is considered the first teacher in China who desired to provide education to
all. He established teaching as a vocation. The Chinese consider his work, the Analects,
as the most revered of classical Chinese literature. This was a compilation of sayings by
Confucius on the proper conduct in everyday situations and served as the Chinese
As early Chinese had already developed a system of examination that would screen
ambitious youths for government office-an ancient semblance of the modern career
service examination. il as 206 B.C. during the height of the Han dynasty, the The
was held every three years. The first level was the preliminary examination held at the
local village. This lasted for a day and those who passed it were referred to as flowering
talents The second exam, held some months later in the provincial capital, lasted at least
three days and the successful examinee was known as a promoted man ready to embark
on the final test. The third and final exam, held at the Imperial Palace and given by the
Imperial Cabinet in the country's capital city, lasted at least 13 days. Those who passed
the exam were considered entered scholars, or fit for office. For each examination
successfully passed, the examinee enjoyed the privilege of adorning one's garments and
household, the right to be at honored places during feasts and public occasions, and a
b. Ancient India
Indian civilization in South Asia around 2500-1700 B.C. There were four "classes"
(caste) in Hindu culture: the Braltmans, Ksatriyas Vaisyas, and Shudra. The Brahmans
(pronounced Brahmins) are the highest, sacred, intellectual, teacher, and priestly class in
the social system of Hinduism. Their primary duty is to study and teach the Vedas
(Hindu Sacred Scriptures) and perform religious celebrations. The Ksatriyas are the
kings, warriors, government bureaucrats, and others who represent power. The Vaisyas
are the farmers, traders, merchants and other skilled workers. The Shudras are the
unskilled workers.
The Brahmans taught the "Vedas" philosophy, science, and grammar. The stages of
instruction were very well defined according to the class of an individual Hindu. The
child received his basic elementary education at home. The child's secondary education
was indicated by ‘thread ceremony" known as ‘upanayana’ that obliged and limited the
boys who belong to the first three classes. The boy (learner) would leave his father's
domain and enter the house of his teacher. The latter would treat him as hi own child,
render free education, and let the learner board and lodge with him without asking for
any payment. In
return, the learner should keep the sacrificial fire burning do the house chores, and tend
the flock of the teacher The learner is taught the Vedic "mantra" (or hymns), phonetics,
c. Ancient Egypt
The ancient educational system in Egypt was administered and controlled by the
intellectual priests in the theocratic form of government who prevent the multiplicity of
culture. There were two types of formal schools for the privileged youth, one for the
scribes, and the other for priest trainees. When a child reached the age of five, he enters
the learning center for writing and continues his studies in reading until he reach the age
of 16 or 17. The learner at t the age of sixteen of fourteen, would undergo practical
Methods of instruction and discipline were very strict in order to achieve the same
cultural formation and transmission. Any willful deviation from the Egyptian culture was
strictly forbidden. Exercises and rote memorization were the typical methods of
instruction. In previous years the Egyptian priests taught their students in temple schools
religion.
a. Greek Education
The Greeks were the first people in Europe to develop civilization. But it was from
Minoans, Egyptians and Phoenician traders that Greek learned how to write, to use
metals, to trade, and to build and sail ships. Two Contrasting Types of Education in
Ancient Greece:
Spartan education
1. It is controlled by the state and exercised the right to expose sickly babies on the
mountainsides to die,
3. At seven, boys and girls were gathered in the barracks for physical development
through games, exercises and pentathlon (running, discus throwing, casting the
4. Memorizing the laws of Lycurugus, the Spartan lawgiver and the selection from
Homer.
6. At the age of 20 to 30, service in the army and guarding the borders of the state were
required and assist in the training of the boys. Physical training for girls were also
1. The first state in the world's history where human capacities were allowed to develop
freely
3. At 7, boys were sent to the Palaestra for physical training, for the pentathlon and
other exercises.
4. Learned to play the flute and lyre at the ‘Didaskaleion’ or music school accompanied
by slave paidogogus.
5. Learned to read and write, copied and memorized selected poems on wax tablets and
6. At 15, physical training was continued in gymnasium or on the exercises ground until
the age 16
7. At 16, when young men became "ephebia," took the oath of loyalty and began
The aim of Roman education was utilitarian, not theory but application not
learning but practice. Early Roman education emphasized a practical training for
military life and citizenship, acquired through memorization of the laws of the
twelve tables and the historical traditions of Rome. It was not until the Romans
succumbed to the cultural influence of the Greeks that they began to provide
formal schooling. The lowest roman school was the "ludus." or the school of the
"litterator." where the elements of reading, writing, and arithmetic were taught.
The school of "grammaticus." or grammar school taught grammar, literature, and
the art of speaking correctly. The most advanced education was given in the
rhetorical schools, which gave a broad training in language and literature, and in
required the art of oratory. The rhetorical schools played an important part in
Monasticism
regarded as the most perfect service to God and a more effective means to
personal sanctification than other modes of living. In the strict sense, it is the
monasticism. At the age of 20, he sold his property, gave proceeds to the poor,
and became a hermit near his home in Egypt. His day was spent in prayer, in
The aim of monastic education was the salvation of the individual souls, a kind of
Scholasticism
In the 11th century, there was a stirring of new life in Christ's scholarship, and
this movement to rationalize the doctrine of the Church was termed scholasticism.
logic. In the era of intellectual milieu was generally marked by the primacy given
Primacy of Faith involved in practice and what its result were philosophical
were the following: "That the will of man wills or chooses from necessity... That
the world is eternal... That the souls are corrupted when the body is corrupted...
Chivalric Education
Two careers were open to sons of noblemen during feudalistic times. If they
decided in favor of the church, they pursued an education that was religious and
favor of chivalry, they pursued an education that was physical, social and military
in nature. To the average boy, chivalric had much more appeal than the church.
religion were known as Saracens. This is also known as Islam and us followers of
nature and its satisfaction to human longings, Islam prospered. The aim of
education for the Saracens was primarily a search for knowledge and an
All education began with religious education, the memorizing of Koran. It was a
simple religion emphasizing high degree of tolerance with the faith. Islam had
learned doctors, teachers, priests hut no hierarchy. There was very little need for
Saracenic homes and cities were equipped with facilities and luxuries that their
The Saracens schools originated the scientific method, lecture and the catechetical
secondary and tertiary levels. Their facilities were the models for the best in
Europe. The curriculum of the Saracen schools was the most complete.
members.
There are two types of guild; merchant guild and craft guilds. Merchant guilds are
was to preserve as far as possible a monopoly of its own market, while attempting
to secure a favorable condition of trade elsewhere. Craft guilds on the other hand
are artisan formation made easier for people of the same occupation to live
together in a certain quarter or in the same street where they also worked and sold
their goods. As a class, they were inferior to the merchants in social order.
apprentices.
Modern Education
1. Francis Bacon
Gives man dominance over things. He used the inductive method of learning.
2. Wolfgang Ratke
be done as often as possible, learning by the senses first and then exploration.
The ultimate goal of education was eternal happiness with God and education should
prepare for the activities of life through knowledge, learning should start from the
4. John Locke
He postulated that everything in the mind came from experience, which in turn was
based on the perception of the senses. He believed that the development came only
5. Richard Mulcaster
Children must be studied thoroughly and their innate abilities respected make use of
He was an educational theory based on naturalistic. Few books have such profound
influence on the theory and practice of education as he attracted the formal education and
manual work. His major emphasis on helping children to learn by experience and
observation, rather than by verbalism and memorization. His own writings (Leonard and
Gertrude 1781; How Gertrude Teaches Her Children, 1801), exercised a widespread
influence. His work came to a crucial point in the history of education, when nations
His principle was that ideas are developed in the mind through external stimuli, and the
ideas have a dynamic force which reaches out for new ideas. Based on this principle, the
teacher’s task is to select ideas in accordance with the pupil’s backgrounds, to arouse the
interest of the pupils, and gradually to build ideas into a moral and intellectual structure.
He advocated the cultural epochs theory, based on the premise that the growth of
children corresponds to the development of the culture through the ages. To put his
4. Friedrich Froebel
His theory was based on the concept of the absolute as a creative force, of which the
child’s nature is a part. The function of the teacher is to promote the growth of the child
as a human plant in the direction of its own inner laws of growth. He stressed creative
self-development and spontaneous activity, making or unfolding the best in the child. He
the Kindergarten, and Education by Development. As he worked out his history in his
school at Keilhau, which came to be known as the kindergarten. Froebel not only
encourages play but elaborated series of gifts and occupation which developed the idea of
unity. In the curriculum he encouraged, through language, song, and manual work. The
kindergarten was not accepted in Germany but it developed widely in the United States.
Democratization of Education
John Dewey
He brought a new concept of the social function of education. Dewey worked out his
theory in his experimental school, which was corrected with the University of Chicago.
for life, it is life and the school cannot be a preparation for social life except as it
reproduces the typical conditions of life. In other words, education must start with the
interest, activities, and experience of the child, the process is one of the constructing that
experience through sharing and participating in group and social activities, in order to