HISTORICAL HISTORICAL FOUNDATIONS OF FOUNDATIONS OF

EDUCATIONEDUCATION

Raffy B. MabilingRaffy B. Mabiling

rebirthrebirth

RENAISSANCERENAISSANCE

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RENAISSANCERENAISSANCE

““Modern Theories of Modern Theories of Education”Education”

RENAISSANCRENAISSANCEE

HUMANISM

Italian or Individualistic

Humanism

Northern or Social

Humanismfreedom of

thought, self-expression

and creative activity

moral and social

reforms

INDIVIDUALISTIC HUMANISM

AIM

To develop individual personality through nature, art, music, literature and architecture

TYPES

•Literary, aesthetic and practical•Physical education, social training in manners and personal conduct, and moral education were also emphasized

INDIVIDUALISTIC HUMANISMVaried curriculum, with exposure to classical art and literature, and nature

CONTENT

•Lycée•Gymnasium•Grammar school•Court schools

AGENCIES

Vittorino da Feltre

To educate a complete citizen through:

•Good knowledge of reading

•Broad background of manners and graces

•Training in loyalty to Christian principles

INDIVIDUALISTIC HUMANISMText replacing much of the lectures and written themes displacing oral discourse

METHOD

•adapting the work of the individual to his need and capacities•develop a balance between mental activity and physical activity•developing the power to think•inclusion of play in the curricula

DA FELTRE’S CONTRIBUTIONS

…sufficient motivation for students to replace punishment as motive for

learning…

SOCIAL HUMANISMAIM

•Social reform and the improvement of human relationships•Eliminating the ignorance of the common people and the hypocrisy of social leaders

TYPES

•Emphasis on religious, moral and social education•Secondary education in preparation for future leadership

SOCIAL HUMANISMClassical and biblical literature

CONTENT

Erasmus of Rotterdam wanted the study of classics for:•broadening of knowledge•refining taste•gaining the ability to make decisions

SOCIAL HUMANISMMETH

OD•the need to study the child carefully for individualized instruction•the importance of games and exercise in education•keeping education in close touch with the social needs and life of the times

Erasmus

•value of repetition and mastery of small units of work at a time•motivation and the use of praise and rewards•gentleness as opposed to physical punishment

SOCIAL HUMANISMMETH

OD

•the use of vernacular•parents as first teachers•education of women

Juan Luis Vives Johannes Sturm•imitation and memorization•use of pupil monitors•careful grading of instruction

REFORMATIONREFORMATION

Political, economic, moral, philosophical and institutional changes and not merely a reform in religious doctrine

It was intended to correct abuses in the church

Martin LutherMartin Luther

REFORMATION

AIMReligious Moralism

=living a worthy life

on earth will guarantee a glorious

life thereafterTYPES

•Character Education (value of work over play)•Advocacy for universal, compulsory and free education

Education must provide adequate training in the duties of the home, occupation, church, and state

REFORMATION•study of the Bible and all the skills required to understand•curricula includes history, mathematics, natural science, music and gymnastic

CONTENT

•home•common vernacular primary school•classical secondary school•university

AGENCIES

REFORMATION

•reading through routine pronunciation of words, memorization of answers to questions from the gospel, hymns and psalms

METHOD

•in secondary level, students must learn rules and passages by memory•rigid teaching methods and strict discipline through religious indoctrination

REFORMATIONCOUNTER-REFORMATION

Education to promote their aims/objectives

Education to win back dissenters

COUNTER-REFORMATIONa movement within the church itself that

corrected the abuses of the church

teaching orders and teaching congregations were founded, parish schools were organized and seminaries were opened to train leaders

Jean Baptiste De La Salle

Brethen of the Christian Schools

Cornelius Jansen

Jansenists

COUNTER-REFORMATION

AIM•Religious Moralism•Aimed to develop an unquestioning obedience to the authority of the churchJesuit

Schoolstrain leaders

Christian Brothers

Janseniststeach the

poor

emphasize

spiritual salvatio

n

convent schools

prepare young women to perform their duties as Christian members of society, especially establish and maintain chastity and piety, to refine taste and

gentle manners

COUNTER-REFORMATIONTYPE

S

•Religious and moral education above everything else•Domestic and vocational training in the hands of the parents•Roman Catholic church for the professional education, graduate school of law and medicine, and teacher-training

COUNTER-REFORMATION4R

CONTENT

•elementary for the poor (Christian Brothers)•secondary and higher education for training of leaders (Jesuits and Jansenists)

AGENCIES

readingwritingarithmeticreligion

COUNTER-REFORMATIONJesuit

Schools

•doing a small amount of work at a time, doing it well, and make sure it is retained•prelection and repetition (teaching method)•lesson adapted to abilities and interests of children•participation through Q & A•review•motivation by rivalry and emulation

Christian Brothers

Jansenists

•grade pupils according to ability•recite to the class and not to the teacher

•teaching of the vernacular by the phonetic method•nothing is to be memorized unless understood•use of textbooks

METHODS

REALISM

Humanistic/Literary Realism

classical language

and literature were the

ideal means to

liberal education

Social Realism

Sense Realism

education could be

best achieved by direct contact

with people and

social activities and not through books

incorporation of

scientific content to education and the use of

scientific method

Refers to the philosophy which holds that education should be

concerned with the actualities of life

LITERARY REALISMAIM

A complete knowledge and understanding of human society, with such understanding to fit the individual to the environment in which he lived

TYPES

Literary type of education, very practical and liberal (aimed to provide intellectual, moral, social, religious, and physical education to develop a whole man)

LITERARY REALISM

Francois Rabelais John Milton

Francois Rabelais John Milton

LITERARY REALISMFrancois Rabelais John Milton

•scheme of education was largely in terms of tutor•Incidental method of teaching = all learning is to be made pleasant•Learning facilitated through natural-activities•Reasoning substituted for rote learning•Make use of reference books

•idea of education was in terms of an academy•Use of resource person in the classroom•Discussions and lectures by academic authorities•Reading is done for content and not for syntax

Michael de Montaigne

SOCIAL REALISM

•To prepare the aristocratic youth for the life of a gentleman in the world of affairs•Highly individualistic education to develop relationship and enjoy leisure time•Emphasis on practical judgement, social disposition and understanding rather than memorization•Information is learned better through social contacts (travel and experience) rather than from books

SENSE REALISM

AIMTo develop a harmonious society, working in accordance with natural and universal lawsTYPE

S

•Practical type of education with stress on scientific training•Democratic education and the use of vernacular was favored•Emphasis in content than in method

SOME SENSE REALISTS

FRANCIS BACONWOLFGANG RATKERICHARD MULCASTER JOHN AMOS COMENIUS

SENSE REALISM

JOHN AMOS COMENIUS

•Levels of School•a pre-school in every home•a vernacular elementary school in every village•a Latin school in every city•a university in every province

•Concepts of Education•the value of textbook and the uniformity of text•the importance of the teacher who is properly trained

•Recommendations•fixed yearly school opening date, with no admittance in between•systematic organization of the schedule of class work•separate room, separate teacher and separate tests for each class•school days in agreement with child’s nature (6 hours for older ones and 4 hours for younger ones)•Morning hours should be devoted to intellectual subjects and the afternoon to physical and aesthetic subjects

SENSE REALISM

•use of inductive method for learning•all learning should follow the course of nature•learning by senses first, then exploration•children learn to do by doing•a subject should not be left unless thoroughly mastered•initial learning through the vernacular tongue•learning should appeal to child’s interests and and be fitted to child’s understanding

METHODS

DISCIPLINISM

• character formation through physical, moral and mental education

• John Locke: the concept of tabula rasa wherein everything was learned from experience that was based on the perception of the senses

• formation of habits through discipline will result in development

JOHN LOCKE

AIM

•To provide exercises of mind, of body and of self-control•The process of learning is important in education rather than the thing learned

TYPES &

CONTENT

•education of the physical, moral and intellectual•limited curriculum that is dominated by linguistics and mathematics•drill subjects in the elementary school (spelling, mathematics and grammar)

DISCIPLINISM

AGENCIES

•church elementary schools•humanistic secondary schools•tutorial system for the elite•training of the masses by apprenticeship

DISCIPLINISM

METHODS

•formal methods of exercise and drill•three steps in learning: sensation, memory and reasoning

•He emphasized the necessity of the child to be free to develop according to his own natural impulses•According to him, intellectual education was the development of sense discrimination, free expression, and acquisition of knowledge through natural curiousity

NATURALISM

JEAN JACQUES ROUSSEAU

THREE MODERN PRINCIPLES OF

TEACHING

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