HISTORICAL FOUNDATION OF

EDUCATION, PRIMITIVE AND

MEDIEVAL EDUCATION
PRESENTED BY: MARIA NICA MAGCALENG

SUBJECT: FOUNDATION OF EDUCATION

DR. NANETTE TANDINGAN

• EDUCATION is derived from the Latin word
“educare” or “educere” which means to lead forth. It is
defined as the process acquiring knowledge, habits,
attitudes, interest, skills and abilities and other
intangible human qualities through training instructions
and self-activity, and transmitting these vital elements
of human civilization to posterity
 • is the acquisition of knowledge, skills and attitudes that
make man do better. It is not only a preparation for life,
but it is life itself. This is so because throughout the life
man learns many things in and out of school that
changes his life for the better. 
EDUCATION Informal Education if the things learned are outside the
school system.
Formal Education if the things learned are acquired
within a formally organized school system.
FACTORS THAT
AFFECT EDUCATION
PARTICULARLY,
CURRICULUM
CONTENT
1. Psychological 2. Sociological 3. Anthropological
 4. Historical It deals with study of past events
that makes us understand the present situation,
and to enable us to predict future events.

factors that affect education

particularly,
curriculum content 5. philosophical and

6. legal foundations
 Formal Education – refers to the hierarchy structured and
chronologically grade learning organized and provided by the
formal school system and for which certification is required in
order for the learner to progress through the grade or move to
higher levels.

TYPES OF
EDUCATION Non-formal Education – refer to any school-based educational
activities undertaken by the other agencies aimed at attaining
specific learning objectives for a particular clientele,.

Informal Education – a type of education, which can be

acquired anytime, and anywhere. It is otherwise known as the
education for all seasons.
 TWO THEORIES CONCERNING THE EXACT ORIGIN OF EDUCATION

• (Genesis Chapter 1), He equipped man with intellect and free will. But because man
chose to ignore God and disobey His will, the first couple was banished from the “Garden
of Eden” and severed the former relation between the Creator and man.
•  The Theory of Evolution, on the other hand, believes that education started when every
primitive man, basically savages, brutish and animalistic, for he had just evolved from the
lower primates, began his quest to find ways and means to feed, clothe, shelter and
protect himself, and compete with other animals for survival (i.e. survival of the fittest).
 • Began in Massachusetts
• Their most important subjects were Reading, Writing,
then Spelling.  This would allow them to read the laws

COLONIAL • The Colonial Period sets the foundation for the

importance of Reading and Language arts as the focus
PERIOD: 1642- areas of education
1776 • Because of the melting pot of settlers,
Education/schools were controlled locally
• Curriculum consists of basic skills in Reading,
Language Arts, Mathematics, and respect for Authority
 • The Puritans were members of a
religious reform movement
PURITANS
known as Puritanism that arose
within the Church of England in
the late 16th century.
COLONIAL
PERIOD • During the early years of Spanish colonization,
education was mostly run by the Church. Spanish friars
EDUCATION IN and missionaries educated the natives and converted
THE indigenous populations to the Catholic faith.
PHILIPPINES
 • -Education was encouraged by the government; land
was donated by the government for regions to build
NATIONAL schools
PERIOD: 1776- • -Subjects such as Geography and English became
1850 important, along with keeping Reading, Writing, and
Arithmetic
 • Dr. Benjamin Rush
IMPORTANT
PEOPLE: encouraged the idea that tax dollars would pay for public
education and college; wanted to push education into
new field.
 Noah Webster
Thomas Jefferson pushed for independence in Education; Wanted the W. McGuffey
believed that education should be United States to have their own language;
Concentrated on learning and thinking about their believed in hard work,
available to all classes/families; own ideas
suggested scholarships for those (pushed the importance of America creating their loving your country, and
own language.  Spelling was emphasized during
that could not afford education this period) commitment
NINETEENTH-
CENTURY (The influence of English
EUROPEAN
EDUCATORS
education begins to dwindle
&
New practices emerged)
 • a Swiss Educator

• helped reform, viewed education as based on

human development and suggested we learn by
hands on activities.
JOHANN
• Pestalozzi came up with 2 methods:
HEINRICH
PESTALOZZI •   General-students that understand the content after
it is presented
•   Special-students that need different approaches in
order to understand the content
FRIEDRICH
FRÖBEL
“SCHOOL
• a German Educator
SHOULD BE A
PLACE THAT • Developed the idea of Kindergarten
STUDENTS • Children will learn through play
GROW • Learning environment is very important
NATURALLY”
 • a German Philosopher
JOHANN
• -pushed for a highly structured curriculum
FRIEDRICH
HERBART • -Education plays a big role in a person's moral
development
• -Concentrated on: History, Geography, and Literature
as the core subjects
 • H. Spencer's view on education was that students
HERBERT should not be taught what to think, but how to think.
 He pushed for a practical education.
SPENCER
• was initially best known for developing and applying
evolutionary theory to philosophy, psychology and the
study of society — what he called his “synthetic
philosophy”
 This era brought establishments of school districts.  This
is still important to education today because it is
sectioned up so that each district is monitored by that
district's committee.  Belonging to a district is important
because it is not only a place to go for resources, it’s also
UNIVERSAL a support group to lean on.
EDUCATION
• Focused on Equality and Independence
• All students were important
• In order to grow as a nation, education is vital
 Monitorial-High achieving students instruct lower
achieving students

Common-Towns have a common school board

(districts)

TYPES OF Elementary-Public; More subjects were introduced

SCHOOLS:
Secondary- More students were consistently enrolled
at this time

Academies- Taught vocational and adaptive skills (replaced

high school if students did not wish to go to college)

High School- Standards were reinforced; Attendance

was seen as important
TRANSITIONAL PERIOD

Academic subjects for secondary schools became a

focus.  Rather than Reading, Writing, and
Mathematics, students were offered 9 subjects, and
given the choice of different tracks to route their
education.
• At this point, it was important that all students were
served
• Committees were created to make a standardized
curriculum
• These committees also focused on authority, school
discipline, Related Arts classes, and practical living
skills
• In the Transitional Period, the purpose of education was
that each student would grow and learn the rules of
society in order to be a productive citizen.  I still
consider this a purpose of education.  We cannot get to
where we want to be if we are not willing to take a step
and learn new information.  Training students to
appreciate education at an early age is very important.  
ANCIENT TO • focused on survival and security. It was simple, had
ROMAN relatively narrow social contacts, and was conservative
EDUCATION and prone to be superstitious. Primitive life was tribal,
(PRIMITIVE not political.

EDUCATION)
AIM OF PRIMITIVE EDUCATION

• was security since the fundamental problem then was to stay alive, to protect oneself and
his family from the destructive forces of nature, both human and divine. Fear, therefore,
was the greatest stimulus for action, and also the earliest motive for education.

1. Security- protect oneself and his family from the destructive forces of nature, both human
and divine. 
2. Conformity-brought together families, clans and tribes so that they could conquer common
dangers.
3. Enculturation-he imposing of group characteristics upon children
 • Jewish education was more ethical and religious. Their method of
instruction was oral and learning by doing was emphasized. Corporal
punishment was considered an essential element of training.
• China’s policy of isolation made them confident of their protection
because they had no intention of invading other countries. Its
HOW SOME education was composed of two important aspects: school and
examinations. The examinations were the bases for qualifying for
CIVILIZATION government positions.
ACQUIRED • The Egypt was considered the cradle of ancient civilization because
THE very significant historical events took place in this country.
PRIMITIVE • Spartan education aimed to develop the capacities of men for war, to
prepare the men to defend themselves and their country all times.
EDUCATION Athens, on the other hand, aimed to produce young men and women
who were charming and graceful in manners.
• The Romans were practical people who successfully managed their
everyday affairs. Their education was utilitarian and emphasized the
practical application of learned theories. They developed the virtues
essential to the exercise of their rights and the discharge of their duties
and obligations.
PRIMITIVE EDUCATION

• Life was very simple 

•  Their means of livelihood were hunting and gathering wild fruits and vegetables 
•  They lived in crude huts 
• Organization was tribal and usually headed by the oldest or wisest among members 
•  There was no reading or writing 
• Information was transmitted through word of mouth, songs, gestures, ceremonial rites
and the like
 • The early Christian Church ushered in a new hope for
the world because it offered a new ethical force that
provided the basis for education. The Christian faith
THE MEDIEVAL unified the different sectors of Western Europe through
EDUCATION its
• THE RENAISSANCE PERIOD AND THE
EDUCATIONAL MOVEMENTS OF THE 2Oth
CENTURY
 • Medieval education was largely centered around
religion and was almost exclusively for the children of
MEDIAVAL wealthy families. There were monastic and cathedral
EDUCATION schools, where students were taught Latin and often
prepared for a life in the church. Knights also received
a different kind of education.
 • Reformation was a movement during the 16th century
against the abuses of the Catholic Church. Martin
Luther was the leading personality of this movement.

MOVEMENTS • Catholic-Counter Reformation was a movement of the

Catholic Church to correct the abuses of government
DURING THE and laws, its services and the work of monasteries in
18TH AND TH caring for the poor. Jesus Christ emphasized His
CENTURIES teaching as “Seek ye first the kingdom of God and His
Righteousness and all those things shall be added unto
you.” He used conversational, parable methods in
teaching his followers.
MONASTIC VS. CHIVALRY

Monastic education was for the salvation of the individual soul through moral and Chivalry was the secular counterpart of monasticism. Its aim was to
spiritual discipline guided by the monastic life of obedience, poverty and chastity.
attain the highest social ideals through form and custom. Likewise,
Scholasticism was a philosophical system that aimed to bring reason to the support
of faith and to strengthen religious life and the church through the development of its main focus was the development of the character of a gentleman –
intellectual power. “ A premier multidisciplinary technological university “ honorable, dignified, god-fearing, and respectful of authority.
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Saracenic religion was founded by Mohammed whose aim was to search of knowledge, the
application of scientific facts to everyday living, the development of individual initiative, and an
emphasis of social welfare.

Realism was philosophy that emphasized that education should be concerned with the realities of
life.

Disciplinism was a doctrine advocating the disciplinary theory of education, which believed that the
mind of the child at birth was a tabula rasa or blank tablet. The purpose of education was to provide
exercises and discipline for physical, moral and mental processes.
Rationalism was a movement that upheld the right to opinion, liberty of conscience and the freedom of thought.

Naturalism was an educational theory based on a doctrine that opposed those that were artificial.

Nationalism was primarily concerned with the preservation and glorification of the state. It believed that the state must depend on education as a
safeguard against external aggression.

Developmentalism was based on a child-centered point of view, recommending a careful study of the child.
 JOHN LOCKE

• Locke was known as the intellectual ruler of

the th century. His theories and knowledge
are widely spread out. He recommended a
broader curriculum and physical training
and advocated the disciplinary theory of
education that believed that the mind of the
child upon birth was a tabula rasa. - the
theory that at birth the (human) mind is a
"blank slate" without rules for processing
data, and that data is added and rules for
processing are formed solely by one's
sensory experiences.
 • Hieroglyphics – ancient picture-writing system
• Papyrus – ancient paper
• Mathematics – value of pi = 3.16
•  Engineering / architecture- Pyramids, dams, dikes,
palaces

JOHN LOCKE • Geometry – land surveying and measuring

•  Astronomy – positions of stars and other heavenly bodies
to determined tides, seasons, flood, Calendars composed
of 24 hours a day, 7 days a week, months of 30 days with
365 days a year.
• 7. Medicine -explored human anatomy-Mummification of
the dead
SOME OF THE LEADING PSYCHOLOGISTS WHOSE THEORIES ARE
STILL USED TODAY:

• Rousseau was the first to develop an educational theory base on a naturalistic view. He
had a profound influence on the theory and practice of education and insisted on nature as
the best guide to the educational process. He emphasized that stimulus to learning should
come from the children’s curiosity and interest.
• Pestalozzi combined physical, moral, intellectual and manual work. His emphasis was on
helping children to learn by experience and observation rather than verbalism and
memorization.
SOME OF THE LEADING PSYCHOLOGISTS WHOSE THEORIES ARE
STILL USED TODAY:

• Herbart stressed that ideas are developed in the mind through external stimuli. He
considered the lesson plan as a chief device for teaching and recommended the following
steps: preparation, presentation, association, generalization, and application as the formal
steps of instruction.
• Froebel emphasized that young unmarried teachers should serve as teachers of children in
the kindergarten or preschool level because they had enough time to attend to the needs
of the children.
• Dewey brought the new concept of the social functions to education.
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HoLocnx5Wg
• http://rugdollsjourneytohappiness.blogspot.com/2009/03/aims-of-primitive-education.htm
l#:~:text=The%20basic%20aim%20of%20primitive,the%20earliest%20motive%20for%2
0education
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• https://www.scribd.com/document/319685080/Primitive-Education
THANK YOU