- 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.

1. Security and survival from dangers that could be inflicted by the following:

- natural phenomena ( typhoons, floods, earthquake, fires, etc.)

- fierce, wild and poisonous animals and reptiles( lions, tigers, snakes and rats)

- evil spirits

- hunger because of scarcity of food

- other tribes which were hostile to them

2. Conformity – the interest of one wassacrificed for the interest of the group.

3. Preservation and transmission oftraditions – the ways they were doingthings were the best and they want topreserve it and be transmitted to theincoming generation.

1. Vocational – like hunting, constructing a hut

2. Religious ( animistic) – learning how to participate in ritualistic practices to please or appease the unseen spirits.

1. Ways of procuring the basic necessities in life and of protecting life from dangers

2. Superstitions- how to worship before the dwelling of an unseen spirit such as big tree, a big rock, a river, a big bush, etc.

1. Home- always the center of learning especially for the young

2. Environment- for instance, if one happened to step on a thorn and got hurt, he now became careful not to step on thorn.

There was none. There was no gradations in instruction; neither were there organized classes.

1. All instruction was done informally- merely enculturation of characteristics, skills, knowledge and attitudes upon children.

2. Observation and imitation from parents

3. Simple telling and demonstration- this is lecture-demonstration nowadays

4. Participation- children participated in the work of their parents and they learned.

There was no financing involved since there was no teacher to pay, no learning materials to buy, and no school to construct because education was strictly informal.

The primitive man started the rudiments of education from which evolved the modern educational systems of today.

- were commercial people- their king calledpatesi was their temporal as well as spiritual leader

- there system of writing was cuneiform

1. Training of scribes- trained to do ecclesiastical work in temples mostly writing.

2. Training of bookkeepers- to record their multifarious business transactions

3. Training of teachers

4. Training the learners to be good and to do good things especially to their god and to humanity called namlulu.

1. Writing Education

2. Mathematical education- little arithmetic including counting and operations of low digit numbers

3. Language education- little grammar, giving names to many things

4. Vocational education- apprenticeship for the workers

5. Professional education- medicine and surgery, law, astronomy and architecture

6. Art education- poetry, epics, essays, fables, music, jewelry designing, sculpture and architecture.

1. Reading, writing, little arithmetic

2. Astronomy for predicting the planting and reaping seasons, astrology, medicine and surgery.

3. Architecture, agriculture and hydraulics

4. Jewelry designing in gold, copper and silver, sculpture, literary art

5. Vocational training includes carpentry, ship building smithing

6. In law, some simple rules and regulations to be obeyed

1. Home

2. School- consisted of six rooms with walls 8 to 9 feet high

3. Temple school- more elaborate. They had big halls.

4. Apprentice schools- schools for highly skilled craftsmen in beautiful artworks in gold, silver and copper, sculpture, architecture and in metal works.

-There was already organized classes as far back as 3000B. C.

-There was higher education for the professions and for those who could afford it. Education was not universal.

1. Imitation and copying what the teacher had written and followed by minimal explanation.

2. Preparation of tablets- the main works of the learners that dealt with their lessons

It was not clear whether thestudents paid tuition fees or not butmost probably the students paidcertain amounts of fees thuspreventing the less privileged fromcontinuing their higher education.

Sumerian’ s outstanding contribution to education and especially to civilization was its cuneiform writing.

- government was autocratic ruled by a king called

Pharaoh

- Egyptians were polytheistic

- They worshipped the sun god, Ra or Amon Ra

and Osiris who judge the dead; Horus, god of

day; Set, their Satan

- They were firm believers in life after death that’s

why they build many temples

1. Training of scribes

2. Religious- inculcate proper respect for the gods and the pharaoh

3. Utilitarian- the father and mother wanted to transfer their skills in his occupation and her skills in keeping house.

4. Preservation of cultural patterns

1. Religious education- to inculcate in the minds of the learners proper respect for the gods, moral conduct, and preparation for life after death.

2. Vocational- professional education- they wanted to perpetuate the artistic skills that embellished their temples

3. Military education- only for the sons of the nobles

4. Education for public administration- for those who aspired for positions in the government

5. Priesthood education- for those who aspired to become priests

6. Home arts education- vocational and offered for women

7. Writing, reading, and

language education-

Egyptians used

hieroglyphics form

of writing

1. Reading, writing and language

2. Religious and secular literature- study of aphorisms, proverbs, moral judgments

3. Artistry in metal and lapidary

4. Mathematics especially geometry and surveying

5. Astronomy, engineering, architecture, physics, medicine, embalming, dentistry, and law

6. Music, dancing, playing the harp, cymbals, drum, lyre, guitar, tambourine and clapping to rhythm.

7. Sports, games, and physical education

with swimming, wrestling, archery

and hunting and fishing;

8. Military schools offered training in

the use of the bow and arrow, battle

ax, lance, mace, and shield.

1. Home

2. Temple schools- for higher education especially for engineering, architecture, medicine, dentistry, surveying, etc.

3. Military schools- only for the sons of the nobles for defense and aggression

4. Court school- for those aspiring for a public office and those taking up law

5. Vocational schools- schools of arts and trades

1. The young studied at home, mother as teacher

2. At age 5, the boys attended the reading and writing schools if the parents could afford to pay the school fees

3. At 17, the boys entered the schools that offered their vocations.

1. Apprenticeship- dominant method in the lower and vocational schools

2. Dictation, memorization, copying, imitation, repetition- these are standard practices in teaching especially in the lower grades

3. Observation and participation

Flogging was used to penalize failure to learn.

The pupils and students had to pay a certain amount of school fees even in the lower schools. Hence, education was not universal.

Their outstanding contribution to education were probably geometrical measurement and surveying. They were the first to use these two mathematical techniques.

- the humid climate, hard life, poverty,

disease, and famine developed in the

people a kind of religion characterized by

mysticism and fatalism

- karma made people believe that there was

a reward for good deeds and a punishment

for evil ones

- the chief religion was Brahmanism, also called

Hinduism

1. Intellectual- for excellent intellectual development through knowledge and contemplation of philosophical truth

2. Religious- to prepare for the future life and to seek perfection

3. Cultural- to preserve the caste system through the use of precedent, history, and strict observance of customs and traditions.

1. Religious education- development of spiritual and emotional attitudes rather than with the acquisition of new knowledge.

2. Intellectual education- for priests and teachers so that they can impart the religious tenets, hymns, and prayers

3. Vocational- for the artisans, agriculturists, farmers and laborers.

4. Domestic education- for women to serve their husbands and bear children

5. Military education- for military caste

1. Literature for the Brahmans

2. In college, astronomy, history, grammar, law, medicine, mathematics, contemporary arithmetical notation including the symbol “O” and algebra

3. Dancing associated with religion

4. Sports such as wrestling, archery and yoga

5. Linguistics, philosophy and theology

6. For military training, use of the horse, elephant, and chariot in war

1. Home- the child was taught by the mother till the age of 5

2. Outdoors- less than 15 pupils. Classes were held under large trees.

3. Monasteries- later organized for higher schooling

1. The child was taught at home till the age of 5

2. At 5, the child attended higher schools

3. The women were given only domestic education as their role was only housekeeping, serving their husbands and bearing children.

1. Imitation- in language, the teacher uttered the words and the pupils imitated. In writing, pupils imitated the teacher’s copy, first on sand and later on palm leaves. In vocational, sports and military, the teacher had to demonstrate and pupils imitated.

2. Memorization- The Vedas which were written mostly in verse lent themselves to memorization. The learning was slow.

It was a disgrace on the part of the teachers to receive a fixed salary. The teacher were called gurus, were highly respected by the children even more than they did their parents. The teachers were remunerated by means of gifts from parents of the children. The amount of gifts depended upon the socio- economic status of the child’s family.

Probably the decimal system of arithmetical notation, particularly the use of the symbol “O”. With the use of this, we can write any size of a number and we can use the four fundamental operations on whole numbers, fractions, and decimals with the utmost convenience.

The basic philosophy of early Chinese education was based on the writings of Confucius and other Chinese philosophers. The writings of Confucius dealt with the accumulated wisdom of many hundred years.

1. Ideological and ethical ( moral) learning- gave stress to the teachings of Confucius concerning relationships, order, duty, and morality.

Five fundamental relationship

- between sovereign and subject

- between father and child

- between husband and wife

- Between older brother and younger brother

- between older friend and younger one

Doctrine of submission:

- subject to sovereign;

- son to father;

- wife to husband;

- younger brother to older brother;

- younger friend to older one

Five cardinal virtues:

- benevolence or universal charity

- justice

- conformity to established usage

- prudence or rectitude of heart and mind

- fidelity or pure sincerity

2. Cultural development- to maintain their cultural patterns and usage.

3. Civil service- to prepare students to take the state examinations to qualify for higher status in life and for positions in the government.

1. Ideological and moral education- studied the Confucian relationships, doctrine of submission, and the cardinal virtues.

2. Language education- The Chinese language has many characters that represent an idea and these characters had to be mastered or memorized.

3. Vocational and domestic education- trade skills to be acquired by men and domestic skills by women.

4. Civic education- for those who would like to serve in government

5. Military education- for defense and aggression purposes

The following books which contained maxims and doctrines of ethical and political nature had to be mastered in order to be able to hold any official position.

- The Shu King or Book of History

- The Shi King or Book of Odes, an outline of

poetry

- The Yi King or Book of Changes, an outline of

prophecy and augury

- Li ki King or Book of Rights, an outline of social

etiquette

- The Hsiao King, or Book of Filial Piety

The Four Books:

- The Ta Hsio or Great Learning

- The Chung Yung or Doctrine of the Mean

- The Lun Yu, or Sayings of Confucius

- The Meng Tze or Sayings of Mencius.

A second Chinese philosophy for living studied was Taoism, or The Path of Reason attributed to Lao-tse.

1. Home- the locus of learning for the young.

2. Private schools- villages had elementary private schools

3. House of teacher or rich pupil, a deserted pagoda, any place. There was no national system of education.

1. Elementary- the child started school at the age of 7. School began at sunrise and ended at about five in the afternoon with only one hour for luncheon. School sessions were held throughout the year.

2. Higher education- mainly for preparation for taking the government examination.

a. Lowest examination- honors called Hsiu Ts’ai,

similar to the Bachelor of Arts degree

b. Next examination consisted of 3 sessions and each

session lasted 3 days- honors called Chu-jen equivalent

to Master of Arts

c. Final examination lasted 13 days- honors called Chin-

shih similar to doctoral degree

Those who failed became teachers in the elementary schools.

1. The Confucian Method- outdoor teaching was prevalent

2. Direct and exact imitation

3. Memorization- the whole time was devoted to memorization. The Chinese characters used in writing, the Classics, and the Four Books and other learning materials had to be memorized thoroughly.

G. FINANCINGThe schools were supported by the tuition fees of the

pupils.

The outstanding contribution of early China to education is the administration of civil service examinations. This has been adopted by almost all countries of the world today.

A. AIMS OF EDUCATION1. Moral- to develop faithful and obedient servants to God

(Yahweh), to assure harmony and glorious future for God’s chosen people.

2. Preparation for destiny- instruct each succeeding generation to perform its task faithfully

3. Holiness- to attain holiness before the eyes of the Lord4. Observance of religion- to keep stylized observance of

institutionalized religion under the Torah and the Decalogue.Torah- body of rules and regulations of religious

ceremonies, social relationships and domesticcustoms

Decalogue- the Ten Commandments

1. Religious and civic education- it was integrated. Education was spiritual and theocratic.

2. Democratic education- education is democratic and universal. It was an obligation for one to get an education.

3. Domestic education- for future women and wives to be trained in housekeeping and preparation of food.

4. Vocational education- considered very essential

5. Human relation- how to treat relatives, strangers, and slaves with respect was taught

6. Physical education- very little provision

1. History of the Hebrews and God’s relationship with them.

2. The Jewish Law or Mosaic Law- consisted mainly of Pentateuch( first 5 books of the Old Testament of the Bible) and the Talmud.

3. Psalms and proverbs- important parts of the Old Testament

4. Explanations of festivities- Passover, Shabuoth ( Pentecost), a harvest festival, and Tabernacles.

5. Music, sacred and common- they use lyre and harp

6. Reading and writing

7. Foreign languages

1. Home- parents were responsible for the education of their children

2. Public school-Joshua ben Gamala: every town must have a school. There must be 1 teacher for 25 pupils. More than 25 pupils but less than 40 required an assistant and more than 40 pupils, 2 teachers.

3. Temple- or synagogue where Torah and the Talmud were expounded.

4. Institution for lay prophets- to study the historical and sacred background of Judaism. Interpretation of the law, art of sacred music and above all Jewish righteousness.

5. Schools or colleges for scribes- were organized in the homes of scribes given an intensive, analytical study of the Torah and the Talmud. They also studied charity, chastity, truthfulness, prudence and temperance.

1. Between Exodus and the captivity, organization was in terms of the family.

2. Formal elementary instruction has three levels:

a. Ages 6- 10-chief text was the Pentateuch

b. Ages 10-15- chief text was the Mishna, first part

of the Talmud

c. Over 15- chief text was the Gemara, second part

of the Talmud

3. Higher education- for lay prophets, rabbis and scribes

1. Compulsory- the boys were taught in the school and the girls at home.

2. Oral- the spoken word was used for lack of writing materials3. Memorization- pupils are required to memorize passages and

sentences learned. They used extensive mnemonic devices for memorizing.

4. Audio- visual aids5. Exposition- followed by questions6. Temple worship- student is free to go to the temple any day of

worship but it was compulsory for all males to visit at least three times

School day was long. It started early in the morning and lasted into the evening with a short recess at noon. There was a vacation only when there was a festival.

In elementary, there were some expenses. The teachers were not paid regularly but they have other means of livelihood and they were allowed to receive gifts from the parents of their pupils.

H. OUTSTANDING CONTRIBUTION1. Monotheism- the concept of one and only God

2. The Ten Commandments- the general guide to ethical conduct

3. The Bible

A. AIMS OF EDUCATION1. Military- to make every citizen invincible in war,

possessing physical perfection and complete obedience to the state.

2. Discipline- to develop conformity and obedience, courage, strength, cunning, endurance and patriotic efficiency. To produce an ideal Spartan citizen who was capable of enduring hunger, thirst, torture and even death.

1. Physical education- to make the Spartan strong especially in combat;

2. Military education- all the skills in combat

3. Moral training- stealing was not a crime but if caught, the thief was severely punished;

4. Very little intellectual training- just enough to understand the laws of Lycurgus and some Homeric writings

5. Music education- to arouse patriotism

6. Gymnastic education- for the girls to make them strong to bear children.

1. Intensive gymnastics and paramilitary exercises

2. Practice in moral and social habits such as controlling the appetite, modesty, obedience, and respect and listening intently to elders

3. Reading and writing

4. Music with serious, moral and martial rhythm to arouse patriotism

5. Speech- how to converse with elders

6. For girls, gymnastics

1. At birth, weak children were disposed of, abandoned, or exposed to the elements.

2. At early age, children were taught habits of silence, obedience, respect and reverence towards elders and bravery

3. At age 7- 18,the boys lived in a barracks- like educational building

4. At the age 18-20, the boys undertook professional war training

5. At 20- 30, all took an oath of allegiance and dispersed to military posts for war maneuvers

6. At 30, man was full- pledged citizen, obliged or compelled to marry

7. The girls stayed at home but they were also organized into packs to develop group spirit, courage and loyalty.

1. Training- education was training, not school instruction

2. Participation- they learned by doing. There were no books.

3. Testing- not for memory but for moral life and endurance.

4. Discipline- there was corporal punishment for moral delinquency and lack of alertness

5. Motivation- enhanced by rivalry, emulation of great men and great deeds and fear of public disapproval

All financing was shouldered by the State.

G. OUTSTANDING CONTRIBUTION

The most that we can emulate from the Spartans is

military education as we now have in our schools and the

development of patriotism and discipline.

A. AIMS OF EDUCATION1. Good citizenship

2. Individual excellence- in wisdom, beauty and strength for public usefulness.

3. Many- sided development- there was freedom to develop all human capacities

1. Civic training- desire to serve the state

2. Moral training- emphasis on virtues of Homeric heroes

3. Physical education- to develop grace and harmony of the body

4. Intellectual education- needed in participation in the Assembly and in discussions in the market place.

5. Art- music, poetry, and dancing

1. Reading by the Alphabet method

2. Writing on wax and tablets

3. Arithmetic for market use

4. Homeric and other poems

5. Music, lyre and flute playing

6. Gymnastic exercises

7. Physical education exercises

8. Military training subjects

1. Private schools- first schools for boys

2. Home- girls were taught at home by their mothers and slave nursemaids

3. State- education was supervised by the State but education was not compulsory.

1. Birth to 7 years, children were taught at home;

2. From 7 to 16 years old, the boys went to two schools: Didascaleum and Palaestra. The girls stayed at home.

3. At 16- 18, boys were already free from literary and musical studies.

4. At 18, the boys took the Ephebic Oath, a pledge of allegiance to the State. They spent 2 years in the military service. At 20, the boys attained full citizenship.

1. Imitation- of a living model2. Participation- there was a participation in the learning

process, learning is by doing.3. Discipline- corporal punishment was used extensively.4. Human relations- there was no human relation between

the teacher and his pupils.

G. FINANCINGIt can be assumed that the pupils paid tuition fees.

H. OUTSTANDING CONTRIBUTIONFree development of all human capacities and the

Olympic Games.

A. AIMS OF EDUCATION1. By the Sophists, pragmatic and utilitarian- to prepare the

individual for personal advancement, to cultivate the individual’s public image and to develop adeptness in the skills

2. By Socrates, development of the power of thinking- to enable humanity to arrive at fundamental concepts or moral principles of the universe and to establish that morality.

3. By Plato, control by intellectual rulers- to produce social order and to develop the individual’s natural talents;

4. By Aristotle, rational living- to direct society in the way which effects the greatest good of mankind whose goal is happiness.

1. Moral training- the measure of truth was the individual and he decides for himself what is true .

2. Professional training- for public speaking

3. Intellectual training- aim of Socrates and Plato

4. Vocational training- for craftsmen and laborers

5. Domestic training- for girls for housekeeping purposes

6. Physical, military and civic training

7. Science and philosophy education- teaching of logic

8. Aesthetic and cultural education- literature, grammar, rhetoric, art and music.

9. Sports and games- for enjoyment

1. Lower elementary level- reading, writing, arithmetic, poetry and gymnastics

2. Higher elementary level- physical and military exercises, grammar, rhetorics, declamation, argumentation and public speaking.

3. Secondary schools- geometry, astronomy, drawing and grammar

4. Higher level- philosophy, mathematics and science

1. Palaestra- where gymnastics, sports and games were taught.

2. Didascaleum- school for literature.

3. Gymnasium- academic secondary school

4. Two schools for higher learning were developed after the fifth century:

a. rhetorical schools- prepared young men for a public career

b. philosophical school

1. Home education- from birth to age 7

2. Primary education- from age 7- 13 in private schools

3. Secondary education- age 13- 16

4. Higher school- from 16 upward, the children were taught in rhetorical and philosophical schools

1. Lecture and memorization- they lectured everywhere. They advocated practical wisdom and taught how to argue.

2. Question and answer- also called Socratic method. The dialectic or inductive way of asking questions. It forces student to think.

3. Developing the natural talents- advocated by Plato. He believe that the man has three traits: intellect, passion and appetite.

4. Achieving happiness- idea of Aristotle. To him, an individual is able to achieve happiness if his life is guided by reason. Moderation is one of his important concepts to attain happiness.

Teachers had to be paid and the students had to pay school fees.

H. OUTSTANDING CONTRIBUTION1. The Socratic method of teaching

2. Realm of philosophy

3. In the field of Mathematics- Euclidean geometry

4. Art and classical literature

A. AIMS OF EDUCATION1. Utilitarian- for practical purposes, to produce men who

would be active and efficient in daily life;

2. Moral- to produce citizen who knew how to exercise their rights, fulfill their duties, and obligations and acquire virtues.

3. Military- to train men to be good soldiers and conquerors in war

4. Civic and political- to train men to be participative and wise in politics.

5. Religious- to train men to have reverence for the gods.

1. Physical and military training- for the training of good soldiers

2. Civic training- to make men know their rights and obligations to the state

3. Moral training- for the development of moral virtues

4. Religious training- children were trained in religious ceremonies and usages

5. Vocational training- for livelihood

1. Ballads and songs glorifying traits esteemed by the Romans2. The Laws of The Twelve Tables- define private and public

relationships and human and property rights.3. Religious ceremonies and usages- among the gods were:

Jupiter, the Roman guardian; Juno, Jupiter’s wife, the symbol of Roman womanhood; Janus, the twin-faced, god of beginnings and ends of activities; Saturn, god of agriculture; Minerva, goddess of husbandmen; Mars, god of war; Vulcan, god of forge and industry; Venus, goddess of love; Lares, spirit of ancestor; Penates, household spirit; and Genius, spirit of the father of the home.

4. Physical and military exercises5. Domestic chores- taught by mothers to their daughter6. Vocations- crafts and skills learned by males

1. Home

2. Shop and farm- boys went with their fathers to shops and farms to learn the trades of their fathers.

3. Military camp- place where the boys learned the art of warfare like using the battle ax, lance and chariot.

4. Forum- place where the boys learned the science of politics and government

5. Private schools- the pupil had to pay for some learning such as reading, writing and counting.

1. Early learning for young children was in the home.

2. Later the boys went with their fathers to the shops or farms.

3. The boys also went to the forum to learn about public affairs.

4. AT 16, the boy became a citizen taking on toga virilisof manhood.

5. He then entered military camp.

1. Direct imitation- the boys imitated their fathers and girls their mothers.

2. Memorization- memorized the Laws of the Twelve Tables, ballads and religious songs.

3. Discipline- there was corporal punishment and even death.

G. FINANCINGLearners did not pay any fees. But when they entered

the private schools they had to pay.

A. AIMS OF EDUCATION1. Oratorical- for capability improvement especially in public

speaking, perfection in public speaking and debate.

2. Civic- to train the students for public service.

B. TYPES OF EDUCATION1. Speech training

2. Civic training

3. Literacy training

4. Vocational education

1. In elementary includes rudiments of reading, writing, calculation and arithmetic.

2. In secondary school, grammar was the chief study with literature, prose, poetry and language. Geography, history, mythology and natural science were also studied.

3. In higher school, rhethorics was the chief study with declamation, extemporaneous speaking, and debate.

4. In the university, applied science and professions such as law, medicine, architecture and mechanics were in the curriculum.

1. School of litterator ( teacher of letters)- for elementary level, attended by both boys and girls.

2. School of grammaticus ( teacher of grammar)- in secondary level attended by boys only.

3. School of the rhetor ( teacher of rhetoric)- in the higher level.

4. Athenaeum- in the university level developed as the center of learning around the library.

1. At age 7- 10, boys and girls entered the litterator.

2. At age 10- 16, boys entered secondary level

3. At 16 or older, boys entered the school of the rhetorfor two to three years.

4. Those who hurdled the school of the rhetor went to the Athenaeum for a professional course.

1. Memorization- used in elementary level. Class sessions were from sunrise to sunset but no class was held during summer and holidays were many. Writing and reading were taught from dictation.

2. Drill and writing exercises- in secondary level. Intensive drill on grammatical elements like parts of speech, syntax and pronunciation. Practice in writing paragraphs, themes, compositions and poetic expressions.

3. Public speaking practices- in third level. Public speaking like declamations, eulogies, funeral orations, exhortations and extemporaneous speaking.

- only the children of well- to- do families could attend school

- classes were conducted in the homes of some pupils or in some vacant public buildings.

- Emperor Trajan provided scholarships for poor students

- Antonius Pius exempted teachers from paying taxes and military service

- Marcus Aurelius ordered the establishment of a salary scale for teachers

- Hadrian started paying pensions to retired teachers

1. Methods of organization, management and administration

2. Organized body of civil law which became the basis of the legal systems I many countries including the Philippines

3. Among the Roman educational writers, Cicero, Tacitus, and Quintilian stood out.

A. AIMS OF EDUCATION1. Relationship between God and man- to develop the

right relationship between God and man

2. Salvation- to save men from eternal damnation

3. Social relations based on love- Jesus wants to reform society. He taught that instead of hatred, love should be the basis of social relationship.

1. Religious- to restore the right relationship between God and men for the salvation of mankind;

2. Ethical (moral) and social education- to remove all injustice, greed, hatred and slavery.

3. Universal and democratic education- education is open to all

C. CONTENT TO BE STUDIED1. The word of God, principle of love, requisites for

salvation, faith and forgiveness.

2. The Sermon on the Mount ( Beatitudes)

Informal teaching- different places where there were people to listen to Him

E. ORGANIZATION OF GRADE

LEVELSThere were no gradations but He encouraged the

education of children.

1. Lecture ( telling)- very intimate, simple, direct, natural and conversational way.

2. Dialectic (question and answer)- free to ask questions and Jesus answered for clarification

3. Aphorism- use of short expression or saying to point out a general truth

4. Parable method- used parables to bring hone His points

5. Figures of speech- like simile, metaphor, hyperbole

6. Teaching with authority

7. Miracles- as in healing the sick and technique to teach His disciples

8. Concrete examples- such as sheep, camel, needle, house, treasure and the like.

9. Motivation- used the elements of reward and punishment

10. Modeling- Jesus lived what He taught.

Jesus was never paid for His teachings and He never collected any fees from His hearers.

H. OUTSTANDING CONTRIBUTIONThe outstanding contribution of Christ to humanity is

Christianity which established a social order quite different from those of other faiths. The methods of teaching of Jesus, too, have never been surpassed in their effectiveness.

A. AIMS OF EDUCATION

1. Moral- moral regeneration of the individual

2. Salvation- to spread the good news of salvation for salvation is always the end of all church activities, educational or otherwise.

1. Moral training- to develop the moral virtues

2. Spiritual training- to develop faith in God and in Christ and to develop spiritual virtues.

3. Music education- in connection with psalmony and hymnology, the kind of music used in Church services.

C. CONTENT TO BE STUDIED1. Moral and spiritual values

2. Requisites for baptism

3. Church doctrines

4. Music in connection with church worship

1. Home- children were taught by their parents

2. Church- church itself became the chief educational agency

3. Catechumenal school- for those preparing for baptism

4. Catechetical school- attended by those who were being prepared for church leadership

5. Cathedral school- for those training for priesthood or clergy or those who wanted higher learning.

1. Children were first trained in their homes.

2. When they were able to understand, they attended catechumenal school for four years;

3. Those preparing for church leadership attended the catechetical school;

4. The highest step was the cathedral school for those preparing for priesthood or clergy.

F. METHODS OF INSTRUCTION1. Catechetical method- question and answer method

2. Memorization

3. Exposition and exhortation( preaching)

G. FINANCINGThe students availed of free education but voluntary

contributions were solicited from the more affluent Church members to defray the expenses of the church educational program.

H. OUTSTANDING CONTRIBUTIONThe outstanding contribution of early Christian

education is the conversion of more than one- half of the world into Christianity with the highest ideals of spirituality and morality.

A. AIMS OF MONASTIC EDUCATION1. Spiritual- to obtain the salvation of individual souls

2. Moral- to attain the ideals of chastity, poverty and obedience;

3. Spiritual knowledge- to attain the highest spiritual knowledge and the purest spiritual satisfaction through meditation, contemplation, inspiration and asceticism.

1. Moral and religious training- the monks engaged themselves in religious contemplation, meditation, asceticism and religious reading and writing;

2. Literary education- this involved copying of manuscripts and writing original manuscripts concerning religion, historical events and other matters.

3. Manual training-they drained swamps, cleared forests, reclaimed deserts, and made hillsides into orchards. Women taught how to weave church hangings and embroider altar cloths and church vestments.

1. Seven Liberal Arts composed of:

a. The Trivium composed of

1. Grammar- language and literature

2. Dialectic- logic or right reasoning

3. Rhetoric- law and composition

b. The Quadrivium composed of

1. Geometry

2. Arithmetic

3. Music

4. Astronomy

2. Greek and Roman classical culture and literature

1. At age 10, boys were admitted into the monastic schools

2. At age 18, after training for 8 years, they were admitted to the monastic order.

3. Later in the middle ages, many monastic schools admitted boys and girls who did not intend to become monks and nuns.

1. Catechetical method

2. Dictation- due to the scarcity of books

3. Memorization- memorize what was dictated t them

4. Language- Latin was the only language for learning.

5. Discipline- Teachers used the rod to punish erring pupils.

6. Meditation and contemplation- they believed that the deepest spiritual experience could be gained only through divine inspiration.

G. FINANCINGPupils paid some fees and the state shouldered

some expenses.

H. OUTSTANDING CONTRIBUTIONWe owe much to the Christian monasteries for

preserving and spreading learning and culture

A. AIMS OF EDUCATION

1.Reasoned faith- to support the doctrines of the church

by rational argument

- to justify faith by reason, and to

substantiate theology by logic.

2. Intellectual discipline- to develop the ability to formulate beliefs into logical systems and to defend these against any other intellectual arguments.

1. Religious education- study of the church doctrines

2. Intellectual education- study of philosophical systems

C. CONTENT TO BE STUDIED1. Theology consisting of the decrees of the church and the

works of the fathers

2. Religious philosophy- use mainly for argumentation.

1. Parish schools- for children who showed special talents

2. Monastic and cathedral schools- trained men to become leaders of the church as well as the state

3. Palace school- to train intelligent leaders.

4. University- it started as an association of teachers.

1. At age 14, a student entered university where he mastered reading, writing and speaking Latin. Upon completion, he earns the title of bachelor.

2. Student continue to study for 4- 7 years until he could dispute or defend his thesis. If he could defend his thesis he is license to teach.

3. After receiving his license to teach, he was already a master and allowed to compete with other masters.

1. Lecture, repetition, disputation and examination- in disputation, students were opposed against one another.

2. The scholastic system or method- essentially an argumentative method

3. The Aristotelian Logic- the form of argument was the syllogism supplied by Aristotle

G. FINANCINGThe students paid fees for the services of the

masters.

H. OUTSTANDING CONTRIBUTIONMost likely, the outstanding contribution of

scholasticism is the organization of the university and the emphasis on intellectual training.

A. AIMS OF CHIVALRIC EDUCATION1. Morality- inculcate in the minds of young nobles the virtues

of honor, honesty, courage, bravery, courtesy.2. Responsibility- to assume their responsibilities. How to

manage their own estates, and how to deal with the lower classes of people.

3. Horsemanship- training in horseback warfare, hunting and tournaments.

4. Gallantry- how to deal gallantly with the ladies of the nobility and protection of the weak

5. Religiosity- to be devoted to the service of God6. Social graces- to train the young girls in the social graces and

manners fit for ladies of the nobility.

1. Reading, writing, and little literacy training

2. Social training- good manners, right conduct, and social graces and social etiquette.

3. Military training- acquisition of professional military skills and fighting in warfare.

4. Religious and moral training- participation in church rites and ceremonies

5. Physical training

1. Reading, writing, literature

2. Religion, music, dancing especially for girls

3. Good manners, right conduct, social graces, etiquette

4. Horse riding for warfare, hunting and tournaments

5. For girls, sewing, weaving, cooking and embroidery

6. Physical exercises

7. Seven Free Arts: jousting, falconing, swimming, horsemanship, boxing, writing and singing verse, and chess.

1. Home

2. The court, for the girls.

3. The castle, tournament fields, and the fields of battle- school for boys

4. Troubadours, minnesingers and minstrels- they sang about the noble deeds of heroes, beautiful ladies, brilliant deeds of knights and lords, etc. Troubadours propagated learning through their songs.

For the boys there were four stages:

1. From birth to 7 years old, stayed at home and taught by his mother.

2. From 7 to 14 years old, he was sent to the castle to learn etiquette rules, playing harp, taking part in religious ceremonies, reading and writing.

3. From 14 to 21 years old, he became squire and learned how to care for horses, the art of warfare, assisting his master in war, hunting and tournaments

4. At 21, if he made the grade, he was inducted as a knight.

1. Observation, imitation and practice- training was individual;

2. Apprenticeship- young noble was assigned to a lord to learn all that were to be learned;

3. Motivation and discipline- by means of high social ideals, social standards, and social approval.

G. FINANCINGThe pupil did not pay any fees because he served

his master like a valet.

H. OUSTANDING CONTRIBUTIONThe use of the vernacular as a tool of teaching and

the emphasis placed on the learning of social graces, rules of etiquette, or good manners and right conduct.

A. AIMS OF GUILD EDUCATION

1. Preparation for commercial and industrial life

2. Vocational preparation- to take over their father’s education

B. TYPES OF EDUCATION

1. Vocational education

2. Reading, writing and arithmetic education

3. Religious education

C. CONTENT TO BE STUDIED

1. Reading and writing and arithmetic in the vernacular;

2. The kind of craft and commercial business to be learned;

3. Religious tenets and ceremonies

D. AGENCIES OF EDUCATION1. The burgher school- for the children of the bourgeoisie or

middle class

2. The Chantry school- for the children of the wealthy merchants

3. The guild school- for the children of the craftsmen

There were three stages in the development of a craftsman:

1. Apprenticeship- at age 7, a boy was assigned to a master craftsman as an apprentice. This lasted about 7 years.

2. Journeyman- the young worker traveled as a paid worker and went to different master craftsmen.

3. Master craftsman- he could now put up a shop of his own if he had enough capital and could now employ apprentices and journeyman.

1. Observation, imitation and practice.

2. Dictation, memorization, catechetical method

3. Discipline

G. FINANCING1. The burgher schools were controlled and supported

by cities

2. The chantry schools were supported by the wealthy merchants

3. Apprenticeship was free.

1. Type of vocational training

2. Apprenticeship- very good device for manpower development

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