CEF 102/TEE 102

INTRODUCTION TO HISTORY AND POLICY OF EDUCATION

BY

PROFESSOR B.O. LAWAL

DEPARTMENT OF EARLY CHILDHOOD AND EDUCATIONAL

FOUNDATIONS,
FACULTY OF EDUCATION,
UNIVERSITY OF IBADAN,
IBADAN

MARCH, 2019
GENERAL INTRODUCTION

There are many core courses for undergraduate education students particularly in the Faculty
of Education. Some of these courses are domiciled in the Department of Early Childhood and
Educational foundations. One of such courses is “Introduction to History and Policy of
Education”.

Course Objectives
At the end of this course, the students should be able to discuss:

i. The concept of Education

ii. The concept of History
iii. Its importance
iv. Importance of Education
v. Factors that determine the success of education in Nigeria
vi. Roles of (a) the home (b) school (c) church and (d) state in the development of
educational policy and practice
vii. The process of education
viii. Education in the ancient Greek states of (a) Sparta and (b) Athens
ix. Socrates, Plato and Aristotle
x. The ancient Roman education before and after Greek influence.
xi. The practice of education during the middle ages
xii. Schools during the middle ages
xiii. Theories of education during the middle ages
xiv. Practice of education during the period of Renaissance
xv. Desiderius Erasmus
xvi. Francois Rabelais
xvii. Juan Luis Vives
xviii. The Practice of Education during the 18th century or during the period of
enlightenment.
xix. Jean Jacques Rousseau
xx. John Locke
xxi. Jean Pestalozzi
xxii. John Dewey
xxiii. Maria Montessori
xxiv. Friedrich Frobel
xxv. The practice of education during the 17th century
xxvi. John Amos Comenius

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xxvii. J.F. Herbert

Course Description

The Course Description for TEE/CEF 102

Introduction to the History and Policy of Education. This is an introduction course on

history and policy of education from the classical era of Plato and Aristotle to the present
time. Emphasis shall be on the relative roles of the home, the school, the church and the
state in the development of education policies and practices: the process of education, the
main factors influencing or retarding the development of education at all levels.

Course Status

Required

Course duration

30 hours

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STUDY SECTION 1

The Concept of History and History of Education

Expected duration 1 week or 2 contact hours

Introduction

In this study session, you will learn about the Concept of History and History of Education.
Perhaps this will be your first time of hearing about History of Education particularly as one
of the core courses for education students.

The questions that come to one’s mind are: What is History and History of Education? Why
is it a compulsory course for the education students? What are the advantages that can be
derived from learning History of Education?

Learning Outcomes for Study Session I

When you have studied this session, you should be able to:

1.1 Define and use correctly all the key words printed in bold (SAQS 1.1, 1.2, 1.4)

1.2 Describe the scope of History and History of Education (SAQS 1.1, 1.2)

1.3 Answer questions on the concept of History and History of Education

1.1 The meaning of History and History of Education

1.1.2 The Roles of Education History as well as the Purpose of Education

1.2 The Roles of education History

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What is Education?

The word education as simple as it looks attracts different interpretations from different
scholars. For instance, Adeyemo (1977) defines education as an art of teaching as well as the
training of the young. He concludes that the word education is the process which
systematically builds up the entire self of the child. Education according to him prepares an
individual for the future mentally, physically and morally in order to face the challenges of
life.

In his own contribution to the concept of education, Nduka (1982) defines education as the
process of cultural transmission of the people from one generation to another. In the same
vein, the Encyclopedia Britannica sees education as the transmission of the values as well as
the accumulated knowledge of a society. The definitions of both Nduda and the encyclopedia
Britannica are very similar as the two of them recognize the culture of the society.

Also, Lester Smith cited by Osokoya 1987 defines education as the culture which generation
purposely gives to those who are to be its successors with a view to qualifying them for at
least keeping and if possible for raising the level of improvement which has been attained.

Akinpelu (1984) while citing Horton defines education as an enabling agency by which the
African could restore their self-confidence and make those, who doubted the humanity of
African to begin to revise their views and learn to respect Africans generally.

To Nyerere (1982), education is a transmission of accumulated wisdom and knowledge of the

society from one generation to another and also means of preparing the young people for
their future membership of their society.

Going by the above definitions of education, perhaps one can define the concept as the
process through which an individual is initiated into the cultural practice of his/her society
which will assist him/her to become a responsible member of the society.

What is History?

History as a school subject can be defined as the study of past events of a people with a view
to having a better understanding of the present and making a reliable prediction about the

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future. However, the teaching of the subject which can be traced to the beginning of formal
education in Nigeria was popularized after the Nigerian independence.

According to Osokoya (1999) history is a subject which deals with how different societies in
the past have transmitted culture from one generation to another among others. According to
him, education history examines the relationship between education and the societal
development. In other words, history deal with the past efforts towards solving man’s socio-
economic problems in the society.

The Roles of Education History

Among other things, education history serves the following purposes:

a. It is being studied for academic purpose.

b. It helps an individual to be familiar with the system of education of other countries.
c. It assists the students to know the relationship which exists between one’s education
system and others.
d. It helps the learners to be familiar with the historical development of one’s education
system.
e. Having been familiar with the educational practices of different countries including
their educational problems, the students will be in the position to recommend the
solutions that were used to solve the past educational problems by the countries
studied.
f. Our knowledge of the past will also help us to improve on the present and this will
eventually have a positive effect on the development of education generally.

The Purpose of Education

However, the National Policy on Education (2008) section 1, paragraph 6, gave the following
as the goals of education in Nigeria:

a. Development of the individual into a morally sound, patriotic and effective citizen.
b. Total integration of the individual into the immediate community, the Nigerian
society and the world.

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 c. Provision of equal access to qualitative educational opportunities for all citizens at all
levels of education within and outside the formal school system.
d. Inculcation of national consciousness, values and national unity, and
e. Development of appropriate skills, mental, physical and social abilities and
competencies to empower the individual to live in and contribute positively to the
society.

However, the purpose of education according to Banjo (1980) include the following:

a. Materialistic – for the acquisition of money, materials and comfort which will be
derived from having education.
b. It may also be futuristic and not necessarily immediate – sacrifice before enjoyment.
c. It trains a child to be a useful and a responsible member of the society.
d. It develops an individual mentally, emotionally intellectually, spiritually and
physically.
e. It develops a child socially and this in the long run helps him to be able to interact
very well with members of his society.
f. It develops in an individual the spirit of honesty, diligence, patriotism and humanity,
the qualities which eventually assist the child to be more successful in future.

The Roles of Education History

Fajana and Biggs (1977) gave the following as the purposes of history:

a. The teaching of history helps an individual to have a better understanding of the past
which will also help us to have a better understanding of the present with a view to
making more reliable prediction about the future.
b. History helps in the training of man’s mind since it is a search for the truth about the
past events.
c. A knowledge of history has a practical value as a qualification in the subject which
can help an individual to secure a job in different places such as politics, teaching
profession at all levels, working in a museum, archives, records offices, libraries,
journalism and civil service among others.

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Fafunwa (1974) is of the opinion that the teaching of history as a school subject helps in
creating a thorough awareness about the people’s heritage particularly in the past.

Summary of Study Session

In study session 1, you have learned that;

1. Education is the process of cultural transmission of the people from one generation to
another.
2. History is the study of past events of a people with a view to having a better
understanding of the present and making a reliable prediction about the future.
3. Education history helps an individual to be familiar with the system of education of
other countries.
4. Among the goals of education is: development of the individual into a morally sound,
patriotic and effective citizen.
5. The roles of education history include: the teaching of history helps an individual to
have a better understanding of the past which will also help us to have a better
understanding of the present with a view to making more reliable prediction about the
future.

Self-Assessment Questions (SAQS) for Study Session 1

Now that you are through with this study session, you can assess the extent to which you
have achieved its learning outcomes by answering the following questions. You can also
check your answers with the notes on the self-assessment questions at the end of this module.

SAQ 1.1 (Tests Learning Outcome 1.1)

How can we define education?

SAQ 1.2 (Tests learning outcome 1.2)

The scope of History of Education is very wide-briefly discuss its scope.

SAQ 1.3 (tests learning outcomes 1.3)

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What is History?

SAQ 1.4 (tests learning outcomes)

What purpose does History serve?

Notes on the Self-Assessment Questions (SAQs) for Study session 1.

SAQ 1.1: It is a process through which an individual is initiated into the cultural practice of
his/her society which will assist him/her to become a responsible member of the society.

SAQ 1.2: It deals with everything that concerns education in the past.

SAQ 1.3: It is the study of past events of a people with a view to having a better
understanding of the present and making a reliable prediction about the future.

SAQ 1.4: It helps an individual to be familiar with the system of education of other
countries.

REFERENCES
Banjo, S.A. (1980). A West African Teacher’s handbook. London, Hodder and Stoughton.
Carr, F.H. (1987) What is History Macmillan Publishers.

Etton, G.R. (1967), The practice of History. Collins Frontana.

Fafunwa, A.B. (1974). History of Education in Nigeria, London George Allen and Unwin.
Fajana and Biggs (1977) Nigeria in History, Ibadan, London Nigeria Ltd.
Ibitamuno Mitchell Aminigo (2008). A direct Introduction to History of education Hanging
Gradens.
Nduka O. (1982), Western Education and the Nigerian cultural Background. Badejo,
University Press Limited.
Osokoya, I.O. (1989), History and Policy of Nigerian education in World perspective, Ibadan
AMD Publisher.

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Taiwo, C.O. (1985)” The Nigerian Education system, LAGOS. Thomas Nelson Ltd.

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STUDY SESSION 2

Factors that determine the success of education in Nigeria.

Expected duration 1 week on 2 contact hours.

Introduction

In this study session you will learn about different factors that can determine the success of
education in Nigeria.

The question that follows now is what are those factors?

Learning outcomes for study session 2

When you have studied this session, you should be able to:

2.1 Define and use correctly all the key words printed in bold (SAQS 2.1, 2.2, 2.4)

2.2 Identify the factors which determine the success of education in Nigeria (SAQS 2.1,
2.2)

2.3 Explain some of the ways through which such factors can determine the success of
education in Nigeria.

2.4 Describe the roles of political stability and good economy.

2.1 Factors That Determine the Success of Education in Nigeria

Generally speaking, there are many factors that can assist in the promotion of education in
Nigeria such factors include:

a. Adequate funding of Education: UNESCO has recommended that at least 26 percent

of an annual budget should be given to education. If education is properly and
adequately funded, the idea of owing teachers their salaries will not happen.
Promotion of teachers will be done as at when due and other things that can promote
education will be attended to by the government. However, any country that fails to
adequately and properly fund its education, the education of such a country will be in
crisis.

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 b. Proper keeping of educational statistics: Information about education of a country
must be available at any time. Such information will include data about number of
schools, number of pupils/students, number of teachers, qualification of teachers as
well as the amount that is being spent on education in the country. Where this is not
available, research on education will be difficult, planning for education will also be
difficult.
c. Political stability is another important factor which can promote education of any
country. If there is political stability, educational policy will not be disrupted. The
implementation of the country’s educational policy will be very smooth and there will
be uniformity in the educational policy of the country. Where there is political
instability, the educational policy and its implementation will be problematic.
d. Good economy: Everything in a country including education largely depends on the
economy of that country. If the economy is good, it will be possible for the
government to provide if not all most social amenities for the citizens of that country.
Education may even be made free, many qualified teachers will also be employed,
teachers will be adequately motivated. But if the economy is not good, many things
will also be affected.
e. Provision/appointment of professionally qualified teachers: for a smooth running of
education system, in the country, for a better implementation of an education system,
adequate and professionally qualified teachers should be employed by the
government. Unfortunately, most developing countries like Nigeria cannot boast of
having adequate professionally qualified teachers. This is not good as it will not allow
for the full implementation of the education policy of such a country.

Summary of Study Session 2

In study session 2, you have learned that:

1. UNESCO has recommended that at least 26 percent of an annual budget should be

given to education.
2. Information about education of a country must be available at any time.
3. If there is political stability, educational process will not be disrupted.
4. Everything in a country including education depends on the economy of that country.

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 5. For a better implementation of an education system, adequate and professionally
qualified teachers should be employed by the government.

Self-Assessment Questions (SAQS) for Study Session 2

Now that you are through, you can assess how well you have learned its learning outcomes
by answering the following questions. You can also check your answers with the notes on the
Self-Assessment Questions at the end of this module.

SAQ 2.1 (Tests Learning Outcome 2.1)

Identify the major factors which determine the success of education in Nigeria.

SAQ 2.2 (tests learning outcome 2.2)

Discuss any 3 of the factors.

SAQ 2.3 (tests learning outcome 2.3)

How is education being funded in Nigeria?

SAQ 2.4 (tests learning outcome 2.4)

How is good economy a factor that determines the success of education in Nigeria?

Notes on the Self-Assessment Questions (SAQS) for Study Session 2.

SAQ 2.1: Adequate funding of education, proper keeping of educational statistics, political
stability, good economy, provision/appointment of professionally qualified teachers.

SAQ 2.2: If education is properly and adequately funded, the idea of owing teachers salaries
will not happen. Information about education must be available, political stability will
promote education with good economy, government will be able to provide many things.

SAQ 2.3 Government is funding public schools while private schools are being funded by
their owners through fees and donations.

SAQ 2.4 – If economy of a country is good, it will be possible for the government to provide
most social amenities for the citizens of that country.

REFERENCE

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Lawal, B.O. (1999). Comparative Education, Ibadan, Stirling- Horden Publishers (Nig) Ltd.
STUDY SESSION 3

The roles of the home, the school, the church and the state in the development of
educational policy and practice.

Expected duration: 1 week or 2 contact hours

Introduction

In this study session, you will learn about the home, the school, the church and the state.

Learning Outcomes for Study Session 3

When you have studied this session, you should be able to:

3.1 Explain the roles to be played by the home

3.2 Describe the roles to be played by the school

3.3 State some of the ways by which the church can contribute to the development of
educational policy and practice.

3.4 Describe the roles of the state in the development of educational policy and practice.

3.1 The roles of the home in the development of educational policy and practice.

3.2 The roles of the school in the development of educational policy

3.3 The roles of the church in the development of educational policy and practice

3.4 The roles of the state in the development of educational policy and practice

THE ROLES OF (A) THE HOME, (B) THE SCHOOL (C) THE CHURCH (D) THE
STATE IN THE DEVELOPMENT OF EDUCATIONAL POLICY AND PRACTICE

(A) The Home

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When we are talking about home, we are referring to the pupils/students’ parents. For the
development of educational policy and practice, parents are expected to:

i. Provide school materials and other needs of their wards or children for them.
ii. Parents should make learning environment conducive for their children.
iii. They should assist their children academically by supervising their children’s work
among others.
iv. Parents should be disciplined as this will help them to instill the same in theirchildren.
v. They should not engage themselves in fraudulent practices in order to help them
educationally.
vi. Parents should encourage their children to attend schools/classes regularly and
punctually.
vii. The parents should support the government in the development of educational policy
and practice. The home should be a good model for their children to copy.

(B) The School

For the purpose of the development of educational policy and practice, the school is expected
to do the following:

i. Cooperate with the government by making sure that the educational policy is
implemented
ii. There should be no deviation from the official school curriculum
iii. They can forward their suggestions to the government through their local education
officer to the Commissioner of Education.
iv. The school should make teaching and learning environment conducive for the
pupils/students.
v. The school should provide sufficient educational materials for the students.

(C) The Church Commented [D1]:

The church is a house of God. It is a place where God is being worshipped. The church
should do the following:

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 i. Cooperate fully with the government particularly in the development of educational
policy and practice.
ii. Implement the government educational policy in their school.
iii. Advise the government directly or indirectly on how to develop an appropriate
educational policy.
iv. Enhance the religious values that could promote unity among the pupils/students.

(D) The State

The word “state” here refers to the government. Therefore, we are going to discuss
specifically the roles of the government with respect to the development of educational
policy and practice.

i. The government should put in place a workable or pragmatic educational policy for
the general development of education at all levels.
ii. The government should also ensure that the formulated educational policy is fully
implemented by providing sufficient fund, adequate professionally qualified
teachers, adequate classrooms, adequate instructional materials as well as an
environment which is conducive for teaching and learning.
iii. The government should put in place an implementation monitoring team. This is just
to make sure that the right thing is being done with respect to the implementation
of the educational policy.
iv. The government should motivate the teachers as well as other stakeholders who are
concerned with the implementation of educational policy as this will make them
to put in their best.

Summary of Study Session 3

In study session 3, you have learned that:

1. The home/parents should encourage their children to attend school/classes regularly

and punctually.
2. The school should not deviate from the official school curriculum.
3. The church should also implement the government educational policy in their school.

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 4. The state government should put in place a workable or pragmatic educational policy
for the general development of education at all levels.
5. The government should ensure that the formulated educational policy is fully
implemented by providing sufficient fund, adequate professionally qualified teachers
adequate classrooms, instructional materials and conducive environment.
6. The government should motivate the teachers and other stakeholders concerned with
the implementation of the national policy on education.

Self-Assessment Questions (SAQS) for Study Session 3

Now that you have completed this session, you can assess the extent to which you have its
learning outcomes by answering these questions. You can also check your answers with the
notes on the Self-Assessment Questions at the end of this module.

SAQ 3.1 (tests learning outcome 3.1)

How can home contribute to the development of educational policy and practice?

SAQ 3.2 (tests learning outcome 3.2)

What is the role of the school in the development of educational policy and practice?

SAQ 3.3 (tests learning outcome 3.3)

How can the church contribute to the development of educational policy and practice?

Notes on the Self-Assessment Questions (SAQS) for Study Session 3

SAQ 3.1 Parents should encourage their children to attend school regularly and punctually.

SAQ 3.2 There should be no deviation from the official school curriculum

SAQ 3.3 The church should implement the government education policy in their school.

SAQ 3.4 The government should motivate the teachers as well as other stakeholders who are
concerned with the implementation of educational policy and practice.

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 REFERENCE
Lawal, B.O. (2003), Teaching Religfions in colleges and Universities, Ibadan, Stirling-
Hordon Publishers (Nig) Ltd.

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STUDY SESSION 4

The Process of Education

Expected duration: 1 week or 2 contact hours.

Introduction

In this study session, you will learn about the process of education.

What do you understand by education process and what are these processes.

Learning Outcomes for Study Session 4

When you have studied this session, you should be able to:

4.1 Discuss the role of education as a process (SAQ 4.1)

4.2 Describe schooling and teaching as processes of education (SAQ 4.2)

4.3 Explain initiating and instructing as processes of education (SAQ 4.3)

4.4 Discuss training and indoctrination as the processes of education (SAQ 4.4)

4.5 Discuss learning and drilling as the processes of education (SAQ 4.5)

4.1 THE PROCESS OF EDUCATION

The process of education deals with different sources through which an individual acquires
education. Such sources include:

i. Education
ii. Schooling
iii. Teaching
iv. Initiating
v. instructing
vi. Training
vii. Indoctrination

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 viii. Learning and
ix. Drill

EDUCATION

The word “education” has several interpretations. It may be related to what takes place in a
formal institution of learning. But education, however, as a matter of fact is more than
activities in a formal institution. It includes activities of home, the extended family, the peer-
group, the mass media, religious organizations among others.

However, for an activity to be regarded as being educational, the following must be present:

a. There must be a conscious effort to bring about a change in the learner.

b. The change to be brought in the learner must be intentional and the purposeful.
c. The learner must have some knowledge and understanding especially the cognitive
aspect of the activity.
d. The knowledge must be morally, must not be forced on the learners since
indoctrinating and conditioning are not the same thing as educating the learners.

SCHOOLING

The word “schooling” is related to a formal institution, if we agree that schooling is the same
thing as education, the problem now is with those that had traditional education alone. They
will be exempted from having education and this is not correct. Perhaps, schooling can be
regarded as an organized aspect of education in which a pupil/student stays for a specific
number of years in each stage of the schooling system. Education generally is bigger than
schooling since education can take place anywhere rather than through schooling alone.

TEACHING

Teaching in most cases may refer to a profession. Teaching in the context of a profession and
a school is what a teacher does in the classroom or in the school and they perform different
functions in the school. In teaching, there must be:

a. A teacher who imparts knowledge on students.

b. Somebody who is being t performance of action of habitsaught by the teacher –
pupils/students.

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 c. There must be something to be taught by the teacher called subject or content.
d. The teacher should have an objective or what he intends to achieve with his teaching.
e. For teaching to take place, there must be procedures or methods to be used by the
teacher.

INSTRUCTING

This is wider in scope and in content than drilling but it is narrower than educating. In
instructing, the instructor will give an order, rules, modes of operating to, learners/s who will
listen to his instruction. It is always passed from a superior person to a passive recipient. No
participation or dialogue between the two of them but there will be an assimilation of the
content of instruction by the student e.g moral/religious instruction.

TRAINING

This is wider in scope and content than instructing but narrower than education. It develops a
good limited performance in a limited ability in skills in the leaners rather than the
development of the learners’ entire personality which can be regarded as the specific
objective of education. Its objective is very specific and narrow. Its objective is to produce a
specific performance in the learners, e.g. a professional training such as Doctors, Engineers,
Lawyers and teachers. These are the professions whose training is directed towards
acquisition of specific skills. However, training is not as big as education.

DRILL

This is a traditional teaching method which is always employed to help the pupils or the
learners to learn the rudiments of a particular content or a subject. Drill may mean repeating
a word or a thing in order to be able to commit it into memory without making a mistake. It
is also like a regular practice for the learners until they are able to master it. Drill is narrower
than teaching both in aim and content.

INDOCTRINATION

This is a process or means through which a person accepts a particular belief in such a way
that the learner will not have freedom to express himself over the doctrines. He cannot ask

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questions or raise an objection or doubt the doctrines. However, it is different from teaching
in the following ways:

a. It involves accepting a belief which cannot be doubted.

b. Its method of teaching is propaganda
c. It has to do with holding on to the beliefs or doctrines whose truths cannot be doubted

CONDITIONING

This has to do with the use of force or threat or any form of inducement which will make the
person concerned to perform an action which may be against his interest. It is also called a
performance of action of habits. Specifically, it is a behaviour designed towards stipulated
lines. eg. Dog of Pavlov (a behavioural psychologist).

LEARNING

This is an important aspect of education because for a person to be regarded as beingeducated,

he must have learnt one thing or the other. However, learning can be regarded as a relatively
change in behaviour as a result of experience. For learning to take place, there must be the
following:

a. In education, learning can only take place in a living being.

b. Learning something involves some knowledge of facts or skills.
c. What has been learnt must be something new.
d. It is a conscious and deliberate activity of the learners. It can only be done by an
individual alone.
e. Learning is individualistic and not general as the students. Cannot have the same
quality or quantity of learning.

INITIATING

This is another form of teaching in which a learner is initiated into certain traditions or values
of the society which needs preservation. It is like initiating an individual into a cult with all
its rituals. Initiating is not education because education cannot be regarded as a cult in which
learners are being initiated.

However, initiating has the following criteria:

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 a. The pupils/students initiated into what is what while
b. The initiating involves an understanding as well as methods of organizing one’s
knowledge and
c. It involves procedures which incorporate willingness or volition on the part of the
student.

Summary of Study Session 4

For an activity to be regarded as being educational, there must be a conscious effort to bring
about a change in the learner. Perhaps, schooling can be regarded as an organized aspect of
education in which a pupil/student stays for a specific number of years in each stage of the
schooling system.

In teaching, there must be a teacher who imparts knowledge on students. In instructing, the
instructor will give an order, rules, modes of operating to, a learner who will listen to his
instruction.

The training’s objective is very specific and narrow. Its objective is to produce a specific
performance in the learners. Drill is narrower than teaching both in aim and content.

Among others, indoctrination involves accepting a belief which cannot be doubted. Also, its
method of teaching is propaganda.

Conditioning is a behaviour designed towards stipulated lines. Learning can be regarded as a

relatively change in behaviour as a result of experience. Initiating is not education because
education cannot be regarded as a cult in which learners are being initiated.

Self-Assessment Questions (SAQS) for Study Session 4

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the notes on the Self-Assessment Questions at the end of this module.

SAQ 4.1 (tests learning outcome 4.1)

What is education?

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SAQ 4.2 – What is schooling and how is it different from teaching.

SAQ 4.3 – Can we regard initiation and instructing as education?

SAQ 4.4 – Define training

Notes on the Self-Assessment Questions (SAQS) for Study Session 4

SAQ 4.1: Education includes activities of home, the extended family, the peer group, the
mass media, religious organizations among others.

SAQ 4.2 Schooling can be regarded as an organized aspect of education in which a student
stays for a specific number of years in each level of schooling system.

In teaching, a teacher imparts knowledge on students.

SAQ 4.3 – Initiating is not education because education cannot be regarded as a cult in which
learners are being initiated.

Instructing is always passed from a superior officer to a passive recipient

SAQ 4.4 Its objective is to produce a specific performance in the learners. Indoctrinating
involves accepting a belief which cannot be doubted.

SAQ 4.5 Learning can be regarded as a relatively change in behaviour as a result of

experience. Drilling is narrower than teaching both in aim and content.

REFERENCES
Adeyemo, P.O. (1977). Principles of Education and Practice of Education,
Ado Ekiiti, Omolayo Standard Press and Bookshops Co (Nigeria) Ltd.
Akinpelu, J.A. (1984), An introduction to Philosophy of Education. London, Macmillan
Publishers.
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.

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Lawal, B.O. (1999). Comparative Education, Ibadan, Stirling- Horden Publishers (Nig) Ltd.
STUDY SESSION 5

Education in the ancient Greek States of (a) Sparta and (b) Athens

Expected duration: 1 week or 2 contact hours.

Introduction

In this study session, you will learn about education in the ancient Greek States of Sparta and
Athens.

Learning outcomes for Study Session 5

When you have studied this session you should be able to:

5.1 Describe education in Sparta (SAQS 5.1)

5.2 Explain the objectives of education in Sparta (SAQ 5.2)

5.3 Discuss the Athenian Education (SAQ 5.3)

5.4 Explain the Athenian’s education objectives (SAQ 5.4)

5.1 The Spartan System of Education

5.2 The Athenian Education system

EDUCATION IN THE ANCIENT GREEK STATES OF (A) SPARTA AND (B)

ATHENS

The Greek Education in Sparta

Sparta consisted of 3 classes of people namely:

a. Spartans who were citizens and have political rights.

b. The perioeci who were the labourers but did not have political rights – 2nd hand
citizens and
c. The Helots or slaves of the state – 3rd class citizens also without political rights

24
In Sparta, the healthy boys would be taken away from their parents at the age of 7 days and
he will be trained by the state. When a baby was born, he will be examined to authenticate or
confirm his fitness and if he was found to be unfit, he will be allowed to die or be given to
the slaves while those that were found to be fit would become the state’s property
participially as from the age of 7 days.

The primary objective of the Spartans education was the production of efficient competent
and courageous soldiers who will be able to defend the state at any time.

The education curriculum of Sparta among others included gymnastics, boxing, hunting,
running, jumping, throwing the discus and javelin, music, drama as well as poetry. As from
8th day, the child will be transferred to the state where he will be receiving elementary
education. At age 7 years, he will be taken to the barracks under a ruler of boys for the
purpose of having military training till the age of 18 years (the bravest and most resourceful
boy among them will be appointed as their leader). In addition to the military training, the
Spartan boys were to inculcate the spirit of obedience to the law and the constituted
authority. Hence, the boys in the barracks were expected to be loyal to the barracks and not
to their family. At the age of 18 years, he will be involved in different organized battles.
Between the age of 20 and 30 years, the Spartan boys would be engaged in the active service
among difficult boys or groups. Between the age of 30-60 years, he will return to the
barracks in preparation for any war against the state. At the age of 60 years, the Spartan boy
now a man would have the right to participate in the state politics.

However, the Spartan girls on the other hand, would be given training on jumping, throwing
of discuss and javelin. They were mostly restricted to home under the care of their mother
and not in the barracks. Under their mother, they will receive domestic training which among
other things will make them to become good wives as well as successful girls/women in the
Spartan society. Generally speaking, the Spartan education was practical.

The Greek Education in Athens

Athens was a democratic state where everybody had equal rights to vote and be voted for
unlike the Sparta where there was no equality. Like the Sparta, the Athenians education was
practical. The Athenian boys were trained for both wars and peace. The primary objective of

25
the Athenian education was the production of an all-round cultured man who would be fit
physically, mentally and spiritually.

The education curriculum of the Athens among others include: writing, music, poetry,
mathematics and gymnastics, reading. Between infancy and 7 years, the Athenian education
was restricted to home under the parents. Between 7 – 16 years, the child will be exposed to
reading, writing, arithmetic’s, music and gymnastics. At age 16, the child will be exposed to
military training between age 18-20 years, the Athenian boys would engage in the national
military service but after the age of 20 years, he could choose a career. The Athenian girls
were expected to receive education from their mother at home mostly based on moral and
domestic training like the Sparta girls. There was no state education in Athens since
education in the state was not organized and financed by the state. Little or no attention was
paid to education by the Athenian state as a result of which the state had many foreign or
private teachers called Sophists who were going about providing education to those who
could afford it. The major contribution of the sophists to the development of education in
Athens include: higher education, teaching of grammar, the study of prose, development of
logic, introduction of school subjects such as: Geography, Political theory and Medicine. In
the earliest time, there was no training for the teachers as a result of which teaching as a
profession was not given much respect and many Athenian teachers were being looked down.

Summary of Study Session 5

In study session 5, you have learned that:

1. Sparta consisted of
a. Spartans who were citizens and have political rights
b. The perioeci who were the labourers but did not have political right and
c. The Helots or slaves of the state also without any political rights.
2. In Sparta, the healthy boys would be taken away from their parents at the age of 7
days and he will be trained by the states.
3. The education curriculum included gymnastics, boxing, hunting, running, jumping,
throwing discuss and javelin. The primary objective of the Spartans education was the

26
 production of efficient competent and courageous soldiers who will be able to defend
the state at any time.
4. Athens was a democratic state where everybody had equal rights to vote and be voted
for unlike the Sparta where there was no equality.
5. The curriculum of Athens included writing, music, poetry, mathematics, gymnastics
and ready.
6. The primary objective of the Athenian education was the production of an all-round
cultured man who would be fit physically, mentally and spiritually.

Self –Assessment Questions (SAQS) for Study Session 5

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answer these questions. You can check your answers with
the notes on the Self-Assessment Questions at the end of this module.

SAQ 5.1 (tests learning outcomes 5.1)

Describe education in Sparta

SAQ 5.2 (test learning outcomes 5.2)

What would you consider to be the objectives of education in Sparta?

SAQ 5.3 (tests learning outcomes 5.3)

Discuss the Athenian education system

SAQ 5.4 (tests learning outcome 5.4)

Explain the Athenians education objectives

Notes on the Self-Assessment Questions (SAQS) for study session 5

SAQ 5.1 The education curriculum in Sparta included gymnastics, boxing, hunting, running,
jumping, throwing discuss and javelin.

SAQ 5.2 – The education objective of the Spartan education was the production of efficient
competent and courageous solders who will be able to defend the state at any time.

27
SAQ 5.3 – The curriculum of Athenian education include: writing, music, poetry,
mathematics, gymnastics and reading.

SAQ 5.4 – The Athenian education objectives was the production of an all-round cultured
man who would be fit physically, mentally and spiritually.

REFERENCES
Adeyinka, A.A. (1983) Notes on TEE 102 introduction to History and policy of Education.
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.
William Boyd and Edmund J. King (1983). The History of Western Education, Akure,
Fagbamigbe Publishers.

28
STUDY SESSION 6

Socrates (469-399 B.C)

Plato (427 – 348 B.C)

Expected duration: 1 week or 2 contact hours

Introduction

In this study session, you will learn about Socrates and Plato.

Who was Socrates? Who was Plato? How did they contribute to the development of modern
education?

Learning Outcomes for Study Session 6

When you have studied this session, you should be able to:

6.1 Explain who Socrates was

6.2 Discuss his contributions to the development of modern education.

6.3 Who was Plato?

6.4 What was his contribution to the development of modern education?

6.1 SOCRATES (469-399 B.C)

He lived between 469 and 399 B.C. He was the founder of ethics. According to him,
knowledge is virtue while ignorance is vice. He believed that human beings do not learn a
thing but remember it because human beings cannot learn what they do not know. He did not
like a situation where people would accept a thing without questioning. He, therefore,
introduced Socratic Method of Teaching which involves (a) definition (b) refutation and (c)
acceptable definition.

He was the master of Plato, father of philosophy as well as founder of ethnics. Socrates was
born in Athens, the capital of Greece and he later became a teacher. He was critical of bad

29
teachers in Athens which created enemies for him and in Athens. The major contribution of
Socrates to the development of Athens was his method of teaching.

6.2 PLATO (427 – 348 B.C)

He was an Athenian and he was a follower of Socrates who was considered to be the father
of philosophy. He believed that since human beings are differently talented, everybody
should be trained in the area where he/she is talented. According to him, knowledge is virtue
and ignorance is vice. He was the first scholar to divide education into the formal levels as
we have them today. He also assigned ages and curricular contents to each level of education.

Plato’s recommendations on education generally include:

a. Education should be provided and controlled by the state.

b. development of logic He advised that guidance and counselling should be encouraged
and that the child should always stay in a conducive environment where they can be
developed, morally.

His division of education is discussed below:

a. Nursery/kindergarten education – 3-6 years and their curriculum includes play games.
b. Elementary stage – 7 – 10 years. Curriculum includes games sports, reading,
storytelling etc.
c. Secondary level – 11 – 17 years. Curriculum includes: gymnastics, music education,
mathematics, literature and music.
d. Higher level – 17 years and above. Curriculum includes: abstract reasoning, higher
mathematics, astronomy, dialectic and philosophy.

Summary of Study Session 6

In study session 6, you have learned that:

1. Socrates lived between 469 and 399 BC. He was the founder of ethics.

30
 2. To Socrates, knowledge is virtue while ignorance is vice. He believed that human
beings do not learn a thing but remember it.
3. He did not like a situation where people would accept a thing. He introduced Socratic
Method of teaching.
4. Plato who lived between 427-348 B.C was a follower of Socrates
5. He believed that human beings should be trained in the area where they are talented
and that knowledge is virtue and ignorance is vice.
6. He divided education into:
a. Nursery/kindergarten education
b. Elementary stage
c. Secondary level and
d. Higher level.
7. He was the first scholar to divide education into the formal levels as we have them
today.

Self-Assessment Questions (SAQS) for Study Session 6

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the notes on the Self-Assessment Questions at the end of this module.

SAQ 6.1 (tests learning outcomes 61)

Who was Socrates?

SAQ 6.2 (Tests learning outcome 6.2)

What would you consider to be his major contribution to the development of modern
education?

SAQ 6.3 (tests learning outcome 6.3)

Who was Plato?

31
SAQ 6.4 (test learning outcomes 6.4)

How did Plato contribute to the development of modern education?

Notes on the Self-Assessment Question (SAQS) for study session 6

SAQ 6.1 – He lived between 469 and 399BC and he was the founder of Ethics. He believed
that human beings do not learn a thing but remember it.

SAQ 6.2 – He introduced Socratic Method of teaching which involves (a) definition (b)
refutation and (c) acceptable definition

SAQ 6.3 Plato who lived between 427 – 348 B.C was a follower of Socrates. He believed
that since human beings are differently talented, they should be trained in the areas where
they are talented.

SAQ 6.4 – He was the first scholar to divide education into the formal levels as we have
them today. He divided education into 4 levels such as:

a. Nursery/kindergarten
b. Elementary stage
c. Secondary level and
d. Higher level

REFERENCE
Akinpelu, J.A. (1984), An introduction to Philosophy of Education. London, Macmillan
Publishers.

32
STUDY SESSION 7

Aristotle (384 – 322 BC)

Expected duration: 1 week or 2 contact hours

Introduction

In this study session, you will learn about Aristotle as a great philosopher who lived between
384 and 322 B.C.

Learning Outcomes for Study Session 7

When you have studied this session, you should be able to:

7.1 Discuss the birth and childhood of Aristotle (SAQS 7.1)

7.2 Discuss the life experience of Aristotle (SAQS 7.2)

7.3 State the contribution of Aristotle to the development of modern education (SAQS 7.3)

7.1 Aristotle (384 – 322)

ARISTOTLE (384-322 B.C)

Aristotle was an Athenian and a follower of Plato. He lived between 384 and 322 B.C. He
believed in both intellectual and practical education since every society is made up of
farmers, artisans and tradesmen. According to him, education helps an individual to become
the best adult and also to promote the reasoning ability of an individual.

The aim of education according to Aristotle should be the production of men and women
who will be intelligent and have acceptable character.

He made the following recommendations concerning education generally:

a. That education should be provided and controlled by the state.

b. That there must be education laws guiding the operation of education and this should
also be provided by the state.

33
 c. That there must be only one system of education in the state.
d. That teachers at all levels should be professionally trained.

According to him, children below the age of 6 years should have their education centered
around healthy play. The children elementary education (primary education) should start
from the age of 7 years. Their curriculum includes: reading and writing as well as music
which according to him can develop the power of appreciation as well as formation of good
character.

He advised that the curriculum of adolescents should include: reading, writing, gymnastics,
music as well as drawing. He believed in intellectual and practical activities which are
needed by everybody in the society. He also recommend that education should be child
centered and that the students should be involved in the teaching learning process.

Summary of Study Session 7

In study session 7, you have learned that:

1. Aristotle who lived between 384 and 322 B.C was an Athenian and a follower of
Plato. He believed in both intellectual and practical education.
2. His aim of education is the production of men and women who will be intelligent and
have acceptable character. To him, children below the age of 6 years should have
their education around healthy play and the elementary education should start from 7
years.
3. He recommend that: education should be provided and controlled by the state. There
must be education laws guiding the operation of education. There must be only one
system of education and teachers at all levels should be professionally trained.

Self-Assessment Questions (SAQS) for Study Session 7

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions, you can check you answer with
the Notes on the Self-Assessment questions at the end of this module.

SAQ 7.1 (test learning outcome 7.1)

34
Who was Aristotle?

SAQ 7.2 (tests learning outcome 7.2)

What was his aim of education?

SAQ 7.3 (tests learning outcome 7.3)

What was his contribution to the development of modern education?

Notes on the Self-Assessment Questions (SAQS) for Study Session 7

SAQ 7.1 – Aristotle who lived between 384 – 322 was an Athenian and a follower of Plato.
He believed in both intellectual and practical education.

SAQ 7.2 – His aim of education was the production of men and women who will be
intelligent and have acceptable character.

SAQ 7.3 – He recommended that education should be provided and controlled by the state.
Also, there must be education laws guiding the operation of education. Teachers at all levels
should be professionally trained.

REFERENCES
Akinpelu, J.A. (1984), An introduction to Philosophy of Education. London, Macmillan
Publishers.
Ogunsanya M. (2000), Foundation Courses in Education, Ibadan, Vantage Publishers (Int)Ltd.

35
STUDY SESSION 8

The Roman Education before Greek Influence and the Roman Education after Greek
Influence

Expected duration: 1 week or 2 contact hours.

Introduction

In this study session, you will learn about the Roman education before and after Greek
influence.

What do you know about Roman education before Greek influence and how is this different
from that of after the Greek influence.

Learning Outcome for Study Session 8

When you have studied this sessions you should be able to

8.1 explain the history of Rome

8.2 Discuss the Roman education before the Greek influence

8.3 Describe the Roman education after the Greek influence

8.4 Compare and contrast the similarities and the differences between the two

8.1 The Roman Empire

THE ANCIENT ROMAN EDUCATION OR THE ROMAN EDUCATION BEFORE

GREEK INFLUENCE OR HELLENIZATION

A Brief History of Rome

Rome was founded in 753B.C by Romulus who also named the city after himself. The
Romans were divided into the patricians or nobles, the plebeians as well as the slaves.
However, their monarchial system was abolished in 509BC and gave way to Republic. The
Roman Republic however, continued until 31 BC when it became an empire and this also

36
continued until 476 A.D. The Romans were united by religion, Christianity as Jesus Christ
was born during the reign of the first emperor. Different internal problems led to the fall of
the Roman Empire. However, the achievement of the Roman Empire include:

a. The Roman law which today is the basis of modern legal systems generally.
b. The Roman’s government and administration influenced many countries e.g the
Nigerian Federal Upper House is called Senate.
c. The Roman absorbed the education system of the people that were conquered by
them such as Greeks among others, hence, many nations that were captured by the
Romans embraced the Roman’s education.

8.2 THE ROMAN EDUCATION BEFORE THE GREEK INFLUENCE

The Roman education before the Greek influence or Hellenization was traditional system of
education, particularly when the country was under the monarch. During this period,
education was not only traditional but also practical. The quality of education to be given to
the children also depended on the quality of education possessed by the parents themselves.
While the father paid greater attention to the boys, the mothers concentrated on the girls
home training which could make them to become good house wives in future. Like in
Nigeria, the primary objective of education during this time was self-employment, obedience
to the traditions and maintenance of religion and morals. Boys were to follow their fathers to
their places of work in order to assist and learn from them. On the other hand, girls were to
stay at home also to assist and learn from them. Education was for self-employment, respect
for elders and moral development of an individual.

The Roman education at that time was acquired through observation and participation. The
Roman fathers would assist the mothers in the training of the young boys whenever the need
arose. In addition, the Roman fathers under traditional education had power to kill their
children. This power or authority is known as “PATRIA POTESTAS”. The traditional
education would continue until the child reached the age of sixteen or seventeen years when
the boys must have become a man.

37
8.3 THE ROMAN EDUCATION IN THE REPUBLIC OR AFTER GREEK
INFLUENCE OR HELLENIZATION

During the period of republic in Rome, there were two systems of education. They are:

a. Traditional system of education which was being practiced by the conservatives who
did not support any innovations in education and
b. The introduction of modern education as a result of the influence of Greeks on the
Roman education which is otherwise called “HELLENISM”

The Romans conquered Greeks in the battlefield but on the other hand, Greece captured the
Romans culturally since the Greece education, was transplanted into the Roman education.
Parents who wanted their children to have modern education will go to Greece to buy slaves
who were well educated to teach their children as private teachers and such slaves will
charge fees. On the other hand, the poor Roman parents who could not buy well read slaves
individually could also combine together in order to buy a well-read slaves. Later freed
slaves came to Rome to establish private schools. The Roman school/ modern education was
borrowed from the Greek and this is called “GRECO ROMAN”. The 3 categories of school
during this time are:

a. Ludus – Play (elementary school – 7 years old child

b. The Grammaticus – 12 – 14 years child (secondary school and
c. The rhetoric school – higher institution

The curriculum of Ludus include 3RS namely: Reading, writing and Arithmetic. The
curriculum of Grammaticus includes: Reading, writing, the poets as well as Arithmetic. On
the other hand, the curriculum of rhetoric school include: history, literature, government,
philosophy, science among others.

However, the empire period witnessed the establishment of Public schools. In addition, the
Christian organizations established private institutions particularly between 5th and 7th
centuries. Like in Nigeria and most countries, teachers in the higher institutions were well
respected than teachers in elementary schools. Corporal Punishment was encouraged in the
elementary schools. The Christian schools did not include practical and natural science and
materialistic philosophy since these subjects were against their religious belief.

38
Summary of Study Session 8

In study session 8, you have learned that:

1. Roman was founded in 753 B.C by Romulus who also named the city after himself.
The Romans were divided into the patricians or nobles, the plebeians and slaves. The
Roman republic continued until 31 BC when it became an empire and it also
continued until 476 A.D
2. The Roman education before the Greek influence or Hellenization was traditional
system of education when the country was under the monarch.
3. The Roman education at the time was acquired through observation and participation.
The Roman fathers would assist the mothers in the training of the young boys
whenever the need arose.
4. During the period of Republic in Rome, there were two systems of education,
traditional system of education and the introduction of modern education as a result
of the influence of Greeks on the Roman education.
5. The Romans conquered Greeks in the battle field but Greece captured the romans
culturally since the Greece education was transplanted into the Roman education.
6. The Roman school/modern education was borrowed from the Greek called “Greco
Roman”. The 3 categories of school during this period are:
a. Ludus (elementary school 7 years old child)
b. The Grammaticus – 12-14 years secondary school
c. The rhetoric school – higher institution

Self-Assessment Questions (SAQS) for Study Session 8

Now that you have complete this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the notes on the Self-Assessment Questions at the end of this module.

SAQ 8.1 (tests learning outcome 8.1)

State the history of Roman?

39
SAQ 8.2 (tests learning outcome 8.2)

Explain the Roman Education before the Greek influence

SAQ 8.3 (tests learning outcome 8.3)

Discuss the Roman education after the Greek influence

SAQ 8.4 (tests learning outcome 8.4)

Mention some differences and similarities between the roman education before and after the
Greek influence.

Notes on the Self-Assessment Questions (SAQS) for study session 8

SAQ 8.1 - Rome was founded in 753 BC by Romulus who also named the city after himself.
The Roman republic continued until 31 B.C when it became an empire and also until 476
A.D

SAQ 8.2 The Roman education before the Greek influence or Hellenization was traditional
system of education.

SAQ 8.3 The Roman education after the Greek influence was divided into (a) traditional
system of education by the conservatives and (b) the introduction of modern education.

SAQ 8.4 Similarities – Traditional system of education.

Differences – Reading, writing, schools, trained teachers, receiving salaries among others.

REFERENCES
Ogunsanya M. (2000), Foundation Courses in Education, Ibadan, Vantage Publishers (Int)Ltd.
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.
Adeyinka, A.A. (1983) Notes on TEE 102 introduction to History and policy of Education.

40
STUDY SESSION 9

The Practice of Education during the Middle Ages

Expected duration; 1 week or 2 contact hours.

Introduction

In this study session, you will learn about the practice of education during the middle ages
and schools during

Learning Outcomes for Study session 9

When you have studied this session, you should be able to:

9.1 Define the middle ages

9.2 Describe the practice of education during the middle ages

9.3 List at least 4 of schools during the middle ages

9.4 Discuss the charity schools

9.1 THE PRACTICE OF EDUCATION DURING THE MIDDLE AGES (5thC to

15thC) 500 – 1500A.D

The fall of Roman Empire brought an end to the civilization of the ancient world. However,
later there was a revival of the civilization of the Greeks and the Romans and this can be
regarded as the beginning of “modern” history. Therefore, the period between the fall of
Rome and the beginning of “modern” history, 5th and 15th centuries A.D is called the middle
ages, the period when the church became more powerful.

Generally speaking, the middle ages or the medieval times is the period between the fall of
Roman empire and the renaissance of classical learning which took place in the 15thC.
During this period, the church was very powerful as a result of which theology was made
superior to Mathematics and philosophy among other school subjects:

41
 a. Judaic concept of education and
b. The Christian concept of education. These are the two concepts of education that
were acknowledge during the period.

(a) Judaic concept of education

This was the education that was designed for both the Jews as well as Hebrews. It was more
spiritual than academic as it was based on soul and the body. The child’s early education
took place at home. However, at the age of 12 years, the child’s education would be shifted
to both the Pharisees and scribes who were teachers.

(b) The Christian concept of education?

This was also a spiritual education. The major objective of this education was to promote the
Christian virtues among all the Christians and also to preach salvation to its followers.

It should be noted that during this period, education was informal, hence there was no salary,
no formalized curriculum and no school buildings.

9.2 SCHOOLS DURING THE MIDDLE AGES

As a result of improvement in the social, political as well as economic conditions of the

people, the following schools were in existence:

a. Monastic schools
b. Cathedral schools
c. Charity schools
d. Palace or royal schools
e. Castles schools
f. Guild and municipal schools

(a) The Monastic Schools

These schools were for the training of the monks and the clerics. The school curriculum
includes: writing and moral instruction. The primary objective of the school was to help the
monks to be able to read and interpret the scriptures to the laity. Only the teaching of religion
was allowed in the school.

42
(b) The Cathedral Schools

These schools were established by the Bishops. The schools were later upgraded into
grammar schools while some also developed into the universities. Initially, these schools
were established for the training of the clergy but the curriculum was later expanded to take
care of non-religious candidates.

(c) The Charity Schools

These schools were primarily established to train people how to sing the church hymns as
well as psalms. The curriculum of these schools included: music, writing and moral
education. The schools were however abolished in 1547A.D.

(d) Palace or Royal Schools

These schools were founded by the king or an emperor who was interested in the education
of his people. The existence or survival of these schools largely depended on the reigning
king. The schools admitted both the royal children as well as the children from the public.

(e) The Castle Schools

These schools were provided by the rich people in Rome for the training of the people in
chivalry, horsemanship, gentlemanly culture, dancing among others. The schools were
generally established for enjoyment.

(f) The Guild and Municipal Schools

These schools came into existence as a result of independent towns in Rome particularly in
the cities. These schools were established by Guilds as well as the Municipal councils. The
schools were divided into:

a. Elementary location with reading and writing as their curriculum.

b. Middle location with Latin grammar as their school curriculum and
c. The higher location with logic and classics, religion, philosophy, music, geography
and history as their school curriculum.

43
Summary of Study Session 9

In study session 9, you have learned that:

1. The fall of Roman Empire brought an end to the civilization of the ancient world. The
period between the fall of Rome and the beginning of “modern” history 5th and 15th
centuries A.D is called the Middle Ages.
2. The middle ages or the medieval times is the period between the fall of Roman
empire and the renaissance of classical learning which took place in the 15th C.
3. The church was very powerful as a result of which theology was made superior to
mathematics and Philosophy. The two forms of education are:
a. Judaic concept of education
b. The Christian concept of education
4. Schools during the middle ages include:
a. Monastic schools
b. Cathedral schools
c. Charity schools
d. Palace or royal schools
e. Castles schools
f. Guide and municipal schools
5. The charity schools – These schools were primarily established to train people how
to sing the church hymns as well as psalms. Its curriculum included music, writing
and moral education. The schools were abolished in the year 1547 A.D.
6. Palace or Royal schools – These schools were founded by the king or an emperor
who was interested in the education of his people. The existence or survival of these
schools, largely depended on the reigning king. The schools admitted both the royal
children as well as the children from the public.

Self-Assessment Questions (SAQS) for Study Session 9

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the notes on the Self-Assessment Questions at the end of this Module.

44
SAQ 9.1 (tests learning outcome 9.1)

Define the Middle Ages

SAQ 9.2 (tests learning outcome 9.2)

Describe the practice of education during the Middle Ages.

SAQ 9.3 (tests learning outcome 9.3)

List 4 of the schools during the middle ages.

SAQ 9.4 (tests learning outcome 9.4)

Discuss the charity schools

Notes on the Self-Assessment questions (SAQS) for Study Session 9

SAQ 9.1 The period between the fall of Rome and the beginning of “modern” history 5th
and 15th centuries AD is called the middle ages, the period when the church became more
powerful.

SAQ 9.2 During the period, the church was very powerful as a result of which theology was
made superior to Mathematics and Philosophy. Within the period, two concepts of education
were identified:

a. Judaic concept of education

b. The Christian concept of education

SAQ 9.3 (a) Monastic schools (b) cathedral schools (c) charity schools and (d) Palace or
Royal schools.

SAQ 9.4 Charity schools. These were schools established primarily to train people how to
sing the church hymns as well as psalms. The curriculum of these schools included: music,
writing and moral education. The schools were, however, abolished in 1547 A.D.

45
 REFERENCES
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.
Obanya, P.A.I., Okoye, N, Ezewu, E. and Adejumo D. (1985), Lagos Basic Books
Publishers.

46
STUDY SESSION 10

Theories of Education during the Middle Ages and Practice of Education during the
period of Renaissance

Expected duration: 1 week or 2 contact hours

Introduction

In this study session, you will learn about theories of education during the middle ages as
well as Practice of Education during the period of Renaissance.

Learning Outcomes for Study Session 10

When you have studied this session, you should be able to:

10.1 Discuss the Theories of Education during the Middle Ages

10.2 Discuss the Practice of Education during the period of Renaissance

10.3 Discuss the Theories of Education during the period of Renaissance

10.4 Write on Desiderus Erasmus

10.1 Theories of Education during the Middle Ages

Theories of Education during the middle Ages

Boys and girls aged 4 years were expected to start schooling. Teachers were expected to be
trained and lesson notes must be well prepared, also teaching should start with the books of
psalms. In addition, the pupils were expected to commit to memory whatever they were
taught by the teacher. Boys were encouraged to speak Latin. The students were also
encouraged to learn another one language and such languages from where they were to learn
one included Greek and Arabic.

47
10.2 The Practice of Education during the Period of Renaissance

The period of Renaissance 15th and 16th centuries can be regarded as the period of “Rebirth”,
rebirth of the ancient culture of Greece and Rome. It was also a period when the old
literatures were rediscovered and the new ones were discovered in Italy. It brought about the
discovery of science. It was during this period that books and pamphlets were produced in a
large quantity. The period witnessed a greater interest in secular subjects apart from
Religious studies. There were many architects and scientists. The period could also be
regarded as a period of the revival of the ancient civilization. It was a period when the
wealthy individuals as well as the church founded libraries and schools. During the period,
schools were no longer under the control of the church as many individuals started
participating in the provision of education, school in the country become institutionalized,
formalized and education became liberalized. It was during this period that in Mathematics,
the decimal system, the plus and minus signs as well as circulation of the blood in science,
were discovered. During the period, mother tongue was encouraged for the enhancement of
language education. One of the great philosophers during the period was Erasmus who died
in the year 1536. It should be noted that renaissance was championed by Italy.

10.3 Theories of education during the Period of Renaissance 14th – 15th Centuries

In discussion the theories of education during the period of renaissance, the educational ideas
of the following scholars will be discussed. Desiderus Erasmus, Juan Luis Vives and
Francois Rabalais.

10.4 DESIDERUS ERASMUS (1466 – 1536)

As a great Education Philosopher, he lived between 1466 and 1536 A.D. To him, education
must serve good purposes. According to him, education should assist an individual to live a
good life. As a prolific writer, he wrote many books. He advised that teachers must not hurry
the pupils to learn things.

Teaching should also be made interesting. Teachers should study their students so that they
may know their interest, capacity, experiences as well as stages of their development. Among
other things, he recommended that:

48
 a. Teachers should not hurry their students to learn things.
b. Teachers should also avoid difficult situation
c. That teaching should be from known to unknown
d. A good teacher should be a good psychologist. To him, every man has something
good in him as nobody is completely bad or useless. He advised the teachers to rarely
use corporal punishment while teaching.

Teachers should have some qualities which include:

(a) Sympathetic (b) gentle. Parents should as a matter of duty train their children for good
purposes and that education should be controlled by the state and that individuals should also
be allowed to participate in the state education. According to him, children should start their
education when they are very young and that moral or home education is as important as
formal education.

Summary of Study Session 10

In study session 10, you have learned that:

1. Boys and girls aged 4 years were expected to start schooling. Teachers were expected
to be trained and the lesson note should be well prepared.
2. The period of Renaissance can be regarded as the period of “rebirth”. It brought about
the discovery of science. The period could also be regarded as a period of the revival
of the ancient civilization.
3. In discussing the theories of education during the period of renaissance, the
educational ideas of the following scholars were discussed: Desiderus Erasmus, Luan
Luis Vives and François Rabelais.
4. To him, education must serve good purposes. It should assist an individual to live a
good life. He must not hurry the pupils to learn. He advised that teachers must be
sympathetic and gentle and that teaching must be from known to unknown

49
Self-Assessment Questions (SAQ 5) for Study Session 10

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the notes on the Self-Assessment Questions at the end of the module.

SAQ 10.1 (tests learning outcome 10.1)

Discuss the Theories of education during the middle ages

SAQ 10.2 (tests learning outcome 10.2)

Discuss the practice of education during the period of Renaissance

SAQ 10.3 (tests learning outcome 10.3)

Discuss the theories of education during the period of renaissance

SAQ 10.4 (tests learning outcome 10.4)

Write on Desiderus Erasmus

Notes on the Self-Assessment questions (SAQS) for Study Session 10

SAQ 10.1 Boys and girls aged 4 years were expected to start schooling. Teachers were
expected to be trained and the lesson note should be well prepared.

SAQ 10.2 The period of Renaissance can be regarded as the period of “Rebirth”. It brought
about the discovery of science. The period could also be regarded as a period of the revival of
the ancient civilization.

SAQ 10.3 In discussing the theories of education during the period of renaissance, the
educational ideas of Desiderus Erasmus, Luan Luis Vives and Francois Rabalais were
discussed.

SAQ 10.4 To him, education must serve good purposes. It should assist an individual to live
a good life. He advised that teachers must not hurry their students to learn things. He also

50
recommended that teachers must be sympathetic and gentle and that teaching should start
from known to unknown.

REFERENCES
William Boyd and Edmund J. King (1983). The History of Western Education, Akuure,
Fagbamigbe Publishers.
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.
Obanya, P.A.I., Okoye, N, Ezewu, E. and Adejumo D. (1985), Lagos Basic BooksPublishers.

51
STUDY SESSION 11
Francois Rabalais, Juan Luis Vives and the Practice of Education during the 18th century or
Educational Practice during the period of Enlightenment.

Expected duration: 1 week or 2 contact hours

Introduction

In this study session, you will learn about: Francois Rabelais, Juan Luis Vives and the
practice of education during the 18th century or educational practice during the period of
enlightenment.

Learning Outcomes for Study Session 11

When you have studied this session, you should be able to:

11.1 Discuss the contributions of Francois Rabelais to the development of modern

education.

11.2 State the contribution of Juan Luis Vives to the development of modern education

11.3 Discuss the practice of education during the 18th century or educational practice
during the period enlightenment.

11.1 FRACOIS RABELAIS (1495-1553)

Rabelais as a great philosopher lived between 1495 and 1553 A.D. He came in contract with
Erasmus as a result of which he became keenly interested in education. He was not happy
with the position of education in his country. As his contribution to the development of
education, he invented a programme which served as an encyclopedia universal knowledge
for the students.

According to him, children aged 5 to 6 years should be exposed to geometry, arithmetic and
music while the mature students should be exposed to the civil law as well as philosophy. He
advised that teachers should always use play way method to teach the pupils and that
teaching and learning must be practical. He recommended that children should be involved in
the physical exercises as well as moral education. In teaching, the teaching should be child

52
centered and not the teacher centered. He recommended that students should learn from
practical things as well as their experiences. Children should also learn from plays.
According to him, teaching of physical and moral education will enhance the development of
an individual and that the pupils opinion must always be respected.

11.2 JUAN LUIS VIVES (1492 – 1540)

He lived between 1492 and 1540 A.D. He had access to the writings of Erasmus. Among
other things, he recommended that INDUCTION method of teaching should always be used
by teachers and that literature should be studied. According to him education should make an
individual to be good, useful to himself and also to his community. Teaching should be child
centered and that every teacher should be a good psychologist. While teaching mother tongue
of the pupils should be used to teach them, concrete teaching materials should be used to
teach the students. Nature study should be introduced to boys and that individualized method
of teaching should be used by the teachers. The pupils /students should be allowed to learn
naturally.

11.3 The Practice of Education during the 18th Century or Educational Practice
during the period of Enlightenment

The 18th century is always referred to as the period of enlightenment, the period which was
full of educational theories but with little practice. It was a period when the state was in
control of education. Within the period particularly in Germany and England, schools were
better organized. During this period, France among others founded public schools at all
levels of education. Charity schools were established in England by the church
philanthropists to assist the poor children educationally. Sunday schools and schools of
catechism were established for moral development of individuals. Education was free
particularly for the indigent students.

Germany like France also established public schools. There was a national system of
education vocational schools were established in order to promote education for self-reliance.
It was a period of reason and not tradition or authority. Children were allowed to develop
naturally. Teachers qualifications were recommended. Within the same period, a compulsory

53
secondary leaving examination was introduced particularly for those who needed admission
into the universities.

In France, education became universal, free and compulsory and secular. Education during
this period was expected to prepare people for good citizenship as well as a good economy of
the state. Within the period, secondary schools became more responsive to the new ideas than
the elementary schools. There was academic freedom in most German Universities. Teacher
training colleges were also established in Germany.

Generally speaking, the period of enlightenment can be described as a period when new
education ideas were introduced, more schools at all levels were established, it was a period
when democracy was introduced in all higher institutions and when the church’s monopoly
on education was broken by the states.

The education reformers during this period include:

a. John Locke of England,

b. Jean Jacques Rousseau

Summary of Study Session 11

In study session 11, you have learned that:

1. Rabelais as a great philosopher lived between 1495-1553 AD. He was not happy with
the position of education in his country. He invented a programme which served as an
encyclopedia universal knowledge for the students.
2. He advised that teachers should always use play way method to teach the pupils and
that teaching and learning must be practical. According to him, teaching should be
child-centered.
3. He lived between 1492-1540 among other things, he recommended that INDUCTION
method of teaching should always be used by teachers and that education should
make an individual to be good
4. To him, teaching should be child centred. Every teacher should be a psychologist and
that child’s mother tongue should be used to teach them. The pupils should be
allowed to learn naturally.

54
 5. The 18th century is always referred to as the period of enlightenment, the period
which was full of educational theories but with little practice. A period when the state
was in control of education. France founded public schools at all levels.
6. Charity schools were established in England by the Church Philanthropists to assist
the poor children educationally, Sunday schools and schools of catechism were
established for moral development of individuals. There was a national system of
education, vocational schools were established to promote education for self-reliance.
In France, education became universal, free, compulsory and secular.

Self-Assessment Questions (SAQS) for Study Session 11

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the Notes on the Self-Assessment Questions at the end of this Module.

SAQ 11.1 (tests learning outcome 11.1)

Discus the contributions of Francois Rabelais to the development of modern education.

SAQ 11. 2 (tests learning outcome 11.2)

In what ways did Juan Luis Vives contribute to the development of modern education?

SAQ 11. 3 (tests learning outcome 11.3)

Discuss the practice of education during the period of enlightenment

Notes on the Self-Assessment Questions (SAQS) for study session 11.

SAQ 11.1 Rabelais as a great philosopher lived between, 1495-1553 A.D. He was not happy
with the position of education in his country, he invented a programme which served as an
encyclopedia universal knowledge for the students. He advised that teachers should always
use play way method to teach the pupils and that teaching and learning must be practical.
According to him, teaching should be child-centred.

SAQ 11.2 He lived between 1492 – 1540 A.D. Among other things, he recommended that
INDUCTION method of teaching should always be used by teachers and that education

55
should make an individual to be good. To him, teaching should be child centred. Every
teacher should be a psychologist and that child’s mother tongue should be used to teach
them. The pupils should be allowed to learn naturally.

SAQ 11. 3 The 18th century is always referred to as the period of enlightenment, the period
of which was full of education theories but with little practice. A period when the state was in
control of education. France founded public schools at all levels. Charity schools were
established in England by the church.

Philanthropists to assist the poor children, educationally. Sunday schools and schools of
catechism were established for moral development of individuals. There was a national
system of education. Vocational schools were established to promote education for self-
reliance. In France, education became universal, free and compulsory and secular.

REFERENCES
Akinpelu, J.A. (1984), An introduction to Philosophy of Education. London, Macmillan
Publishers.
William Boyd and Edmund J. King (1983). The History of Western Education, Akuure,
Fagbamigbe Publishers.
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.
Oni, D.B. (1949) Lives of Great People, Ibadan, Igbalaye Printing Works.

56
STUDY SESSION 12

Jean Jacques Rousseau and John Locke

Expected duration: 1 week or 2 contact hours

Introduction

In this study session, you will learn about Jean Jacques Rousseau (1712 – 1778) and John
Locke (1632 – 1704)

Learning Outcome for Study Session 12

When you have studied this session, you should be able to:

12. 1 Discuss Jean Jacques Rousseau

12.2 State the contributions of Jean Jacques Rousseau to the development of education

12.3 Discuss John Locke

12.4 State the contributions of John Locke to the development of modern education

12.1 JEAN JACQUES ROUSSEAU (1712 – 1778)

As a great philosopher, he lived between 1712 and 1778 A.D. He was born in the city of
Geneva. He lost his mother at birth and he was brought up by his father. According to him,
“man is born free and everywhere in chains”. To him, man is naturally good but it is the
society that corrupts him. If you do not want the society to corrupt him, move him out of the
society which he did to his pupils “EMILE”. Among other things, he recommended an
education which is child-centred and that every child must be studied in order to know his
interest, hence, a good teacher should also be a psychologist. Teachers should encourage
their students to learn without any imposition. The teachers should live by example and that
real learning should not come from books but rather from experience. To him, teaching and
learning should always take place in a conducive environment and that teaching should be

57
child-centred. According to him, the best agent of education is home and that every teacher
must also be a psychologist.

He divided the child’s education into the following four:

a. Infant (0 – 2 years) according to him, speech terminates the infancy period.

b. Early childhood ( 2 – 12 years) during this period, the child should be protected
against bad influences. Children should not be given formal teaching but to learn
through play.
c. Later childhood or boyhood (12 – 15). This period can be called the child’s practical
stage. They will become more curious and ask questions. At this stage, the child must
be allowed to solve his own problem. He should also be introduced to practical craft
(pre-vocational subject) so that he can be self-employed.
d. Youth or adolescent stage (15 – 25). According to him, the child’s real education
begins at the stage. Among other subjects, Geography, religious instruction and that
the education of women should be towards men and how they will be loved by men.

12.2 JOHN LOCKE (1632 – 1704)

He lived between 1632 and 1704 A.D. He was of the opinion that the human mind at birth is
a “Tabula Rasa – a mind which is very learn without having anything written on it. He
considered experience to be the source of all knowledge. He was of the opinion that every
man needs physical exercises for his overall development. According to him, ideas are
acquired from experience after interacting with other human beings as well as the
environment. To him, unhappy experiences will make children to hate those parts of learning
that are associated with unhappiness. Every teacher should also be a psychologist and that the
use of reward and punishment should be encouraged when necessary.

According to him, teachers should always live by example and that the children should be
protected from the harmful environment. The children should be given a moderate
inconvenience, learning environment should be made conducive. Teachers should not give
rules that will not be obeyed by the students. Formal education in addition to other things
should give the child self-control, self-dependence and self-development. According to him,
the purpose of education is to train the child how to use his reasons in the decision making.

58
He did not support submissiveness, too many prohibitions and frequent use of rod, frequent
application of reward and punishment, but praise is better and the child can be rebuked
privately. Education should be acquired through example. According to him, the children
should be taught reading through play and that should be followed by writing and that every
child should be exposed to a profession to enable him be self-employed. He recommended
among other things that:

a. The students in the tertiary institutions should be encouraged to go on an excursion.

b. The child-centred method of teaching should be used and
c. The students should be exposed to psychology.

Summary of Study Session 12

In this study session 12, you have learned that:

1. Jacques Rousseau lived between 1712-1778 A.D. He lost his mother at birth and he
was brought up by his father. To him, man is born free and everywhere in chains and
that if you do not want the society to corrupt him move him out of the society.
2. He recommended that education should be child-centred and that every teacher must
be a psychologist. Teachers should live by example. He divided child’s education into
four:
a. Infant (0-2) years
b. Early childhood (2-12 years)
c. Later childhood or boyhood (12 – 15 years) and
d. Youth or adolescent stage (15-25 years)
3. John Locke lived between 1632 and 1704 A.D. To him, human mind at birth is a
Tabular Rasa – a very clean mind. To him, experience is the source of all knowledge
and that ideas are acquired from experience.
4. He recommended that every teacher should be a psychologist and that the use of
reward and punishment should be encouraged. Also to him, teachers should live by
example and that the children should be given a moderate inconvenience and that
learning environment should be conducive. Formal education should give the child
self-control, self-dependence and self-development. He did not support

59
 submissiveness, too many prohibitions and frequent use of rod, frequent application
of reward and punishment but praise is better and that the child can be rebuked
privately. To him, every child should be exposed to a profession and that every
student should be exposed to psychology and that child-centred method should be
used.

Self-Assessment Questions (SAQS) for Study Session

Now that you have completed this study session, you can assess the extent to which you
have achieved its learning outcomes by answering these questions. You can check your
answers with the notes on the Self-Assessment Questions at the end of this Module.

SAQ 12.1 (tests learning outcome 12.1)

Discuss Jacquie Rousseau

SAQ 12.2 (tests learning outcome 12.2)

State the contributions of Rousseau to the development of modern education

SAQ 12.3 (tests learning outcome 12.3)

Discuss John Locke

SAQ 12.4 (tests learning outcome 12.4)

State the major contributions of Locke to the development of modern education.

Notes on the Self-Assessment Questions (SAQS) for Study Session

SAQ 12.1 - Jacques Rousseau lived between 1712-1778 A.D. He lost his mother at birth and
he was brought up by his father. To him, man is born free and everywhere in chains and that
if you do not want the society to corrupt him move him out of the society.

SAQ 12.2 - He recommended that education should be child-centred and that every teacher
must be a psychologist. Teachers should live by example. He divided child’s education into
four:

60
 a. Infant (0-2) years
b. Early childhood (2-12 years)
c. Later childhood or boyhood (12 – 15 years) and
d. Youth or adolescent stage (15-25 years)

SAQ 12.3 - John Locke lived between 1632 and 1704 A.D. To him, human mind at birth is a
Tabular Rasa – a very clean mind. To him, experience is the source of all knowledge and that
ideas are acquired from experience.

SAQ 12.4 - He recommended that every teacher should be a psychologist and that the use of
reward and punishment should be encouraged. Also to him, teachers should live by example
and that the children should be given a moderate inconvenience and that learning
environment should be conducive. Formal education should give the child self-control, self-
dependence and self-development. He did not support submissiveness, too many prohibitions
and frequent use of rod, frequent application of reward and punishment but praise is better
and that the child can be rebuked privately. To him, every child should be exposed to a
profession and that every student should be exposed to psychology and that child-centred
method should be used.

REFERENCES
Akinpelu, J.A. (1984), An introduction to Philosophy of Education. London, Macmillan
Publishers.
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.

61
STUDY SESSION 13

Jean Pestalozzi and John Dewey

Introduction

In this study session, you will learn about Pestalozzi and John Dewey. Now, who was
Pestalozzi and how did Dewey contribute to the development of modern education generally?

Learning Outcomes for Study Session 13

When you have studied this session, you should be able to:

13.1 Discuss Pestalozzi.

13.2 State the contributions of Pestalozzi to education

13.3 Discuss Dewey

13.4 State the contributions of Dewey to the development of modern education.

13.1 JEAN PESTALOZZI (1746-1827)

As a great philosopher, he lived between 1746 and 1827 A.D. His father who was a medical
doctor died when he was very young as a result of which he was brought up by his
grandfather who also gave him elementary education. In his effort to assist the poor, he
established schools where he put into practice his educational ideas. He believed that every
child should have equal education opportunity. According to him, the aim of education is to
facilitate the hidden powers in the child, which may be slow if not aided and also how man’s
society will become a perfect one. He advised that in teaching and learning, the child’s
interest should always be considered. This means that education should be child centred. He
believed that the child’s home is very important in the teaching/learning process and that the
child’s immediate experience is also very important. For proper education to take place, the
environment must be conducive and that there must be love at home and that boarding
system should be encouraged. He believed in both practical and vocational education. To
demonstrate this, he combined farming with his teaching job. To him, teaching should start

62
from simple to complex. A good teacher according to him should also be a good psychologist
and that moral education is superior to other form of education. Other subjects in his school
curriculum include:

Language and physical education. He however, supported a moderate use of the cane as a
good disciplinarian. For meaningful learning to take place, teaching materials must be
orderly presented to the pupils and that the topics should be gradually and systematically
discussed in the class. He advised the teachers to prepare very well before going to the class
to teach and that the best method should be used to teach the students. The education
objective of Pestalozzi was the general development of individual – physical, emotional,
intellectual and morally.

JOHN DEWEY (1859-1952)

John Dewey, an American philosopher and a scientist lived between 1859 and 1952 A.D. He
believed in practical experience, hence, he was a pragmatist. According to him, education
should train individuals to live a complete life and to achieve this, HOME EDUCATION
should be combined with formal education. As a pragmatist, he advised that the students’
interest should be considered in teaching/learning. The school should be made a second home
for the students and that they should be allowed to participate in the class activities.
According to him, students should be exposed to vocational education as this will help them
to be self-employed. He advised teachers like Rousseau that the students should be allowed
to learn naturally and that teaching should start from simple to complex. As a philosopher, he
divided the child’s development into the following three stages:

a. 4-8 years
b. 8 – 12 years
c. 12 years and above

According to him, during the first stage, the students will be exposed to reading, writing as
well as elementary geography.

During the second stage of the child’s development, the pupils within this period should have
their methodology related to their experience. During the last stage, the students are expected

63
to specialize in a particular field. Teachers should have a good knowledge of psychology and
that what the students will be learning in the school should be related to their home
experience. According to him, education should be child-centred. To him, for proper teaching
and learning to take place, the following steps should be followed:

a. Identification of a problem
b. Analysis of a situation and the location of the main factor
c. Listing of the possible solutions
d. Considering the implications of each possible solution
e. Putting the selected solution into practice

Summary of Study Session 13

In study session 13, you have learned that:

1. Pestalozzi’s died when he was young and he was brought up by his grandfather who
also gave him elementary education. He established schools where he put into
practice his educational idea.
2. He believed that every child should have equal education opportunity. His aim of
education is to facilitate the hidden powers in the child which may be slow, if not
aided. To him teaching should be child-centred. The environment should be
conducive. He believed in both practical and vocation education.
3. To him, a good teacher should be a good psychologist. He supported a moderate use
of the cane and that teaching materials should be orderly presented to the pupils. His
education objective was the general development of individual, physical, emotional,
intellectual and morally.
4. Dewey lived between 1859 and 1952. He believed in practical experience. To him,
home education should be combined with formal education. To him, education should
be child-centred. The students should be exposed to vocational education.
5. He divided the child’s development into: (a) 4-8 years (b) 8 – 12 years (c) 12 years
and above.
6. For proper teaching and learning to take place, the following steps should be
followed.

64
 a. Identification of a problem
b. Analysis of a situation and the location of the main factor
c. Listening to the possible solutions
d. Considering the implications of each possible solution
e. Putting the selected solutions into practice.

Self-Assessment Questions (SAQS) for Study Session 13

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the Notes on the Self-Assessment Questions at the end of this Module

SAQ 13.1 (tests learning outcome 13.1)

Who was Pestalozzi?

SAQ 13.2 (tests learning outcome 13.2)

How did he contribute to education?

SAQ 13.3 (tests learning outcome 13.3)

Who was Dewey?

SAQ 13.4 (tests learning outcome 13.4)

How did he contribute to the development of modern education?

Notes the Self-Assessment Questions (SAQS) for Study Session 13

SAQ 13.1 - Pestalozzi’s father died when he was young and he was brought up by his
grandfather who also gave him elementary education. He established schools where he put
into practice his educational idea.

SAQ 13.2 - He believed that every child should have equal education opportunity. His aim of
education is to facilitate the hidden powers in the child which may be slow if not aided. To
him, teaching should be child-centred. The environment should be conducive. He believed in
both practical and vocation education.

65
To him, a good teacher should be a good psychologist. He supported a moderate use of the
cane and that teaching materials should be orderly, presented to the pupils. His education
objective was the general development of individual, physical, emotional, intellectual and
morally.

SAQ 13.3 - Dewey lived between 1859 and 1952. He believed in practical experience. To
him home education should be combined with formal education. To him, education should be
child-centred. The students should be exposed to vocational education.

SAQ 13.4 - He divided the child’s development into: (a) 4-8 years (b) 8 – 12 years (c) 12
years and above.

For proper teaching and learning to take place, the following steps should be followed.

a. Identification of a problem
b. Analysis of a situation and the location of the main factor
c. Listening to the possible solutions
d. Considering the implications of each possible solution
e. Putting the selected solutions into practice.

REFERENCES
Akinpelu, J.A. (1984), An introduction to Philosophy of Education. London, Macmillan
Publishers.
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.

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STUDY SESSION 14

Maria Montessori (1870-1952) and Friedrick Frobel (1782-1852)

Expected duration: 1 week or 2 contact hours

Introduction

In this study session, you will learn about Maria Montessori and Friedrich Frobel.

Who was Montessori and what were her contributions to the development of modern
education. Also, who was Friedrich Frobel and how did he contribute to the development of
education generally?

Learning Outcomes for Study Session 14

When you have studied this session, you should be able to:

14.1 Discuss who Montessori was

14.2 Describe her contributions to the development of modern education.

14.3 State who Friedrich Frobel was

14.4 Describe the major contributions of Friedrich Frobel to the development of education
generally

14.1 MARIA MONTESSORI (1870 – 1952)

She lived between the years of 1870 and 1952 A.D. She was trained as a medical doctor at
the University of Rome. She later developed interest in Physics as a result of which she also
developed interest in education. She later developed interest in the education of the
handicapped children as a results of which she became a teacher of a school for the
handicapped. According to her, the major problem of a child is self-adjustment particularly to
the child’s environment. According to her, total freedom should not be given to the child.
The students should be allowed to participate in the class activities and that the activities to
be given to the students should be related to their age and their experience. Child psychology

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should be studied by the teachers and that the teaching aids should be used. Among others,
she recommended:

a. Motivation for the learners

b. Her education curriculum include: writing, arithmetic, reading, physical and health
education, vocational education, sciences, physics, chemistry, biology etc.
c. That individualized method of teaching should always be used.
d. The students should be exposed to practical activities.

14.2 FRIEDRICH FROBEL (1782 – 1852)

As a German philosopher, he lived between 1782 and 1852. He lost his mother when he was
very young. He attended a village school where he developed a special interest in Arithmetic.
He went to a University where he studied Physics, Chemistry, Geography and Philosophy. In
the year 1816, he established his first school at KEILHAU and he also published a book in
the year 1826 which he called Principles and Practice of Education. He believed in home
education as well as a good relationship between the home and the school. He promoted pre-
school education the kindergarten. According to him, childhood education should be based
on observation and play while the boyhood education on the other hand should be based on
instruction in some subjects. Such subjects include: Christian religious studies. As a German
philosopher and a teacher, he established a Teacher Training College where his students were
taught his teaching method.

The objective of education according to him is the development of an integrated personality

as well as the integration with the child’s society. He recommended that teaching and
learning should be child centered and that play way method should always be used. His
education curriculum includes: natural science, botany as well as physical and health
education. As a teacher and an education reformer, he established kindergarten as well as a
teacher training college for the purpose of putting into practice his education ideas.
According to him, the purpose of education is to develop an individual, mentally, physically,
spiritually and also to make an individual a useful member of his society. He believed in
home education as a result of which he advised that the parents who are to give home
education to their children should be educated themselves in home education particularly the

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mother. According to him, teacher should be related to the age, interest and ability of the
children. He advised that play way method should always be used for the pupils in the
elementary school and that all the students should be exposed to vocational training to enable
them to be self-employed. According to him, the method of self-discovery should be used to
teach the adolescents and that the societal education should be related to the needs of that
society. In conclusion, he advised that both the school and the society should cooperate fully
in order to have the education objectives released.

Summary of Study Session 14

In study session 14, you have learned that:

1. She lived between 1870 and 1952 A.D. She was trained as a medical doctor. She later
developed interest in physics and later developed interest in the education of
handicapped.
2. She became a teacher of handicapped. To her, the major problem of a child is self-
adjustment and that total freedom should not be given to the child. The students
should be involved in the class activities. Every teacher should also be a psychologist.
3. Her recommendations include:
a. Motivation for the learners
b. Her curriculum include: writing arithmetic, reading, physical and healtheducation,
vocational education, sciences, physics, chemistry, biology etc.
c. That individualized method of teaching should be used.
d. The students should be exposed to practical activities.
4. Frobel lived between 1782 and 1852. He lost his mother when he was young. He
went to a university where he studied Physics, Chemistry, Geography and philosophy.
5. In the year 1816, he established his first school and he also published a book in 1806
titled principles and practice of education. He promoted pre-school education, the
kindergarten
6. To him, childhood education should be based on observation and play while the
boyhood education should be based on instruction in some subjects. He established a
teacher training where his students were trained. His objective of education is the
development of an integrated personality and integration with the society. Teaching

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 should be child-centred, play way method should be used. He believed in home
education.

Self-Assessment Questions (SAQS) for Study Session 14

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the notes on the Self-Assessment Questions at the end of the Module

SAQ 14.1 (tests learning outcome 14.1)

Who was Maria Montessori?

SAQ 14.2 (tests learning outcome 14.2)

How did Montessori contribute to the development of formal education?

SAQ 14.3 (tests learning outcome 14.3)

Describe Friedrick Frobel.

SAQ 14.4 (tests learning outcome 14.4)

What was his contribution to education?

Notes on the Self-Assessment Questions (SAQS) for study session 14.

SAQ 14.1 - She lived between 1870 and 1952 A.D. She was trained as a medical doctor. She
later developed interest in physics and later developed interest in the education of
handicapped.

She became a teacher of handicapped. To her, the major problem of a child is self-adjustment
and that total freedom should not be given to the child. The students should be involved in
the class activities. Every teacher should also be a psychologist.

SAQ 14.2 - Her recommendations include:

a. Motivation for the learners

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 b. Her curriculum include: writing arithmetic, reading, physical and healtheducation,
vocational education, sciences, physics, chemistry, biology etc.
c. That individualized method of teaching should be used.
d. The students should be exposed to practical activities.

SAQ 14. 3- Frobel lived between 1782 and 1852. He lost his mother when he was young. He
went to a university where he studied Physics, Chemistry, Geography and philosophy.

In the year 1816, he established his first school and he also published a book in 1806 titled
principles and practice of education. He promoted pre-school education, the kindergarten

SAQ 14.4 - To him, childhood education should be based on observation and play while the
boyhood education should be based on instruction in some subjects. He established a teacher
training where his students were trained. His objective of education is the development of an
integrated personality and integration with the society. Teaching should be child-centred,
play way method should be used. He believed in home education.

REFERENCES
Akinpelu, J.A. (1984), An introduction to Philosophy of Education. London, Macmillan
Publishers.
Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.

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STUDY SESSION 15

The practice of education during the 17th century, John Amos Comenius and J.F. Herbert

Introduction

In this study session, you will learn about the practice of education during the 17th century,
John Amos Comenius and J.F. Herbert.

Learning Outcomes for Study Session 15

When you have studied this session, you should be able to:

15.1 Describe the practice of education during the 17th century

15.2 Who was Comenius?

15.3 What was his contribution to education?

15.4 Describe J.F. Herbert

15.1 The Practice of Education during the 17th Century

Before this century, life generally was very bad. The period gave birth to many professionals
as we have them today in our society. The period can be regarded as a period of realism.
During this period, the church was not very powerful and it was not the only provider of
education as many individuals developed interest in the provision of education. Education
during this period was towards the value of direct experience for the purpose of teaching and
learning. It was a period when scholars would investigate and experiment a thing before
accepting it. As a matter of fact, the realist movement of the 17th century in no small way
affected the direction of education. It was a period when secular studies were superior to the
Bible studies as it was being studied as a collection of historical documents. It was a period
when Deism was allowed in England particularly after 1660 (Supreme Being).

Some of education philosophers during this period included:

a. John Amos Comenius (1592 – 1670)

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 b. Francois Fenelon (1651 – 1715)
c. John Lock (1632 – 1704)

15.2 JOHN AMOS COMENIUS (1592 – 1670)

He was one of the great philosophers who lived between 1592 and 1670 A.D. His education
objective was how to make education practical. He believed that education should be child-
centred and that everybody in the society should have access to education as a result of which
he recommended a universal education for the society. He was of the opinion that every man
should acquire knowledge, morality as well religion which already exist in him and that
education should be controlled by the state. This education curriculum included: sciences,
arts languages, moral, religion as well as physical education. His education was divided into
four as follows:

a. Infancy (0 – 6 years
b. The childhood ( 6 – 12 years)
c. The boyhood ( 12 – 18 years) and
d. The youth ( 18 – 24 years)

According to him, education during the first stage should be at home under the mother.
During this period, the child should be deeply trained in the senses of observation, touch,
taste and mother language.

During the second stage, the children should be trained in the areas of imagination and
memory. In addition, they should be trained in the sciences, arts languages, moral, religion
and their mother tongue. During the third stage, the children (boyhood) should be exposed to
foreign languages as well as universal knowledge which will be useful to everybody.
According to him, children during the last period (youth) are expected to be in the university
where they will be exposed to human knowledge for those who are highly intellectually
blessed.

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15.3 J.F. HERBERT (1776-1841)

He was one of the great philosophers and he lived between 1776 and 1841. He was a German
philosopher and a teacher. According to him while teaching, the following 5 steps should be
followed:

a. Preparation
b. Presentation
c. Association
d. Recapitulation and
e. Application

According to him, in teaching, the child’s interest should always be considered. This means
that education in any society should be child – centred. He believed also that teaching should
be very interesting particularly to the learners. Herbert as a great philosopher and a teacher
also combined philosophy with psychology. According to him, the mind of every child at
birth is tabular rasa – a clean slate but it is the child’s environment that influences him. For a
child to be upright, he should be exposed to moral education among others.

Summary of Study Session 15

In study session 15, you have learned that:

1. Before this century, life was very bad. The period can be regarded as a period of
realism. The church was not powerful and was not the only provider of education.
2. Education was towards the value of direct experience for the purposes of teaching and
learning, secular studies were superior to the Bible studies
3. Comenius education objective was how to make education practical. Education
should be child centred and that everybody should have access to education.
4. He divided education into
a. infancy (0 – 6 years)
b. the childhood (6-12 years)
c. the boyhood (12-18 years)

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 d. the youth (18-24years)
5. J.F. Herbert was a German philosopher and a teacher, education should be child-
centred and that teaching should be interesting to learner. To him, the mind of every
child at birth is tabular rasa.
6. He gave the following steps for teaching:
a. Preparation
b. Presentation
c. Association
d. Recapitulation and
e. Application

Self-Assessment Questions (SAQS) for Study Session 15

Now that you have completed this study session, you can assess the extent to which you have
achieved its learning outcomes by answering these questions. You can check your answers
with the Notes on the Self-Assessment Questions at the end of this Module.

SAQ 15.1 (tests learning outcome 15.1)

Describe the practice of education during the 17th century

SAQ 15.2 (tests learning outcome 15.2)

Who was Comenius?

SAQ 15.3 (tests learning outcome 15.3)

How did he contribute to the development of education?

SAQ 15.4 (tests learning outcome 15.4)

Describe J.F. Herbert

Notes on the Self-Assessment Questions (SAQS) for Study Session 15

SAQ 15.1 - Before this century, life was very bad. The period can be regarded as a period of
realism. The church was not powerful and was not the only provider of education.

75
Education was towards the value of direct experience for the purposes of teaching and
learning secular studies were superior to the Bible studies

SAQ 15.2 - Comenius education objective was how to make education practical. Education
should be child centred and that everybody should have access to education.

SAQ 15.3 - He divided education into:

a. infancy (0 – 6 years)
b. the childhood (6-12 years)
c. the boyhood (12-18 years)
d. the youth (18-24years)

SAQ 15.4 - J.F. Herbert was a German philosopher and a teacher, education should be child-
centred and tat teaching should be interesting to learner. To him, the child of every child at
birth is tabular rasa.

He gave the following steps for teaching:

a. Preparation
b. Presentation
c. Association
d. Recapitulation and
e. Application

REFERENCE

Ezewu, E.E. Fasokun, T.O., Akpe, C.S. and Oluduro, M.A. (1983). Sociological and
Philosophical Foundation of Education, Ibadan. Heinaman Educational Books (Nig)
Ltd.

https://forms.gle/9ToDpEfzKW6fE1dN9

76
This is the final Test for CEF 102

Time Allowed: 30 minutes

Number of Questions: 40

Please pay attention to all instructions as complaints on inability to log in and network issues will
NOT be entertained

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