Brief history of the development of education and pedagogy

1. 1
HISTORICAL DEVELOPMENT OF
EDUCATION AND HISTORICAL
DEVELOPMENT OF PEDAGOGY
UNIVERSIDAD NACIONAL DE LOJA
PEDAGOGIA DE LOS IDIOMAS
NACIONALES Y EXTRANJEROS.
EXPERIENCIAS DE APRENDIZAJE:
PEDAGOGY.
NAME: EMILY MARIA ASANZA
MALDONADO
TEACHER: MG. SC ADRIANA CANGO

2. WHAT ARE THE
BEGINNINGS OF
EDUCATION?
The oldest known education systems had two
common characteristics: they taught religion and
maintained the traditions of the people. In
ancient Egypt, temple schools taught religion, but
also the principles of writing, science,
mathematics, and architecture.
Education in ancient China was centralized in
philosophy, poetry, and religion, according to the
teachings of Kung-Fu-Tse (known in the West as
Confucius), Lao-Tse, and other philosophers. The
Chinese civil test system, started in that country
more than two thousand years ago, has been
maintained until today, since, in theory, it allows
the selection of the best students for important
positions in the government.

3. 3
At this time didactic resources
used currently were used for the
elaboration of activities such as
colored stones, figures, etc.
In this age, what is writing
begins and the fall of the Roman
Empire arrives, this was carried
out in the 5th century after
Christ.
ANCIENT AGE
The purpose of man in education
was to perfect individuals. Its
main objective was to protect the
state.
While women were educated to
carry out domestic chores, they
had to attend to their partner and
educate their children.

4. 4
In Greece, education was known to be very rigid, at first it was the father
who educated his children until the age of 7 and then they were admitted
to boarding schools for the militia.
At the age of 21 years and older, they were considered citizens and could
hold public office.
Greece
ARISTOTLES
He was a student of Plato, history knows him as the father of philosophy
and logic.
I synthesize in his work the way in which men reason.
PLATON
Analyze the way of expressing the feelings of the human being
determines the way of the BEING. The beginning of the humanistic
sciences is Recognized.
SOCRATES
Socratic method the students and the teacher were at the same level and
they established open topic discussions, dialogue was reached.

5. 5
The Roman era had as its objective the study of the Latin language as
well as the study of classical literature, engineering, and administration.
In Rome there were what were two schools which were the elementary
and the grammar, the elementary was where the commoners studied
and in grammar the sons of the nobles.
Roma
Egypt
In Egypt education was based on morality and correct conduct.
At this time the teachings were to be passed down from generation to
generation.
At this time corporal punishment appears. It is the deliberate application
of bodily pain with the intention of disciplining yourself to change your
behavior in a positive direction.

6. 6
The scholastic in the Middle Ages
had as its main objective the
reconciliation between reason
and faith.
At this time what schools were
established among them were:
Palatine schools: They were
taught by class, the students did
not necessarily have to follow
what was priesthood.
Cathedral schools: These
imparted middle and higher
education.
This era was influenced by
Christianity.
This is where universities
emerge.
MIDDLE AGES
The professors were religious or
monks because the founders of the
universities were popes or monks.
In the universities they taught
what was mathematics, Latin
among others.

7. 7
Luis Vives, He was a humanist, philosopher and pedagogue. He became a
reformer of European education by proposing the study of the works of
Aristotle.
MODERN AGE
THE JESUITS
Jesuits is an order of the church, its activity extends to the fields,
educational social, intellectual, missionary, and Catholic media.
MARTIN LUTHER
He was a theologian, Augustinian Catholic friar and religious reformer.
His teachings inspired the Protestant reforms.
"When schools prosper, everything prospers".
PROTESTANTISM
Protestantism was carried out by groups that separated from the Roman
Catholic Church with the 14th century Protestant reform.
The Bible is the sole authority for the church.

8. 8
In opposition to the concept of the pedagogy of liberation, Freire used
the term "bank education" which is far from all experience and reflection
in relation to the learning and reality of each person.
Banking education
according to Paulo Freire
It could be said that this type of education is more easily visualized more
in the beginnings of compulsory education in the late nineteenth and
early twentieth centuries. However (and since its concept in relation to
children is completely opposite) it is necessary to make the relevant
distinctions..
According to Freire, this type of teaching is one that has been taught for
decades around the world and maintains that the child is an empty box
that must be filled with knowledge but lacks reflection or critical and
autonomous thought.

9. 9
Banking education
according to Paulo Freire-
Characteristic
Educator: Real subject, is above the student
Traditional system of education
Between the two there are relationships of a narrative,discursive
and discourse nature
Educator - Educating
Give learners their content
Educating: Object
Passive students
Exclusive owner of the information
It is more to the extent that it thrives on knowledge

10. What are the
beginnings of
Pedagogy?
Reviewing different essays, I believe that education
changed as pedagogy in the contemporary age
because from this era different protagonists in the
history of education already focus on education as
pedagogy that is defined as the science that studies
education and teaching, which aims to provide enough
content to be able to plan, evaluate and execute the
teaching and learning processes, making use of other
sciences such as those mentioned above.

11. 11
Jhon Dewey (1879-1931.) Expositor of pragmatism, who saw education
based on practice, in such a way as to help the student overcome
difficulties that traditional education could not provide. He proposed that
pedagogical activities originate from real life activities would be as varied
as life itself.
Thanks to the influence of John Dewey and Kant, the new school arose,
which revolved around the motto Learning by Doing.
Contemporary Age
CHARACTERISTICS OF THIS AGE:
Use of self-instruction guides
Flexible promotion
Multigrade classrooms
Respect for individual learning rhythms.
Self-construction of knowledge.
Team work
Student government
Changing the role of the teacher
-Facilitator
-Moderator
-Mediator
-Coordinator.
Student-centered learning

12. 12
Herbart (1976-1841) based his contribution to pedagogy on Kant's theories.
He tried to base pedagogy on psychology and philosophy. It broadens the
foundations of pedagogy when it incorporates experience and perceptions
through the senses.
4 IMPORTANT MOMENTS IN THE LEARNING PROCESS:
CONTEMPORARY
PEDAGOGY. NEW SCHOOL
To achieve these four moments, the teacher must know two
sciences: the one that teaches and the one that
he bases his pedagogical reason for being.
1. Apperception: previous knowledge.
2. Elaboration: Go from the unknown to the known
by means of an explanation
3. Application: Exercise training
4. Recapitulation: Synthesis of what is taught

13. 13
Driving force for pedagogical renewal. For Freinet, the basis of education
must be work, since he considers that learning takes place from his own
experiences, from an organized context that facilitates the approach to
new knowledge and from an environment they can freely experiment.
Celestin Freinet (1896-1966)
J.S. Bruner (1915)
He is one of the founders of cognitive psychology. He wrote the
book called "The Process of Education", which was considered
manifest against traditional education.
Bruner considered the teacher as a guide, rather than as an
exhibitor of content. His efforts were aimed at overcoming the
methods and mechanisms of rote learning. He based his theory on
learning by discovery through problematic situations.

14. 14
Maria Montessori (1870- 1952)
Her method is to allow the development of initiative and self-
confidence so that children learn the things that interest them,
without the limits of a discipline.
The teacher should only intervene to avoid excessive efforts and
learning wrong habits. His most outstanding works and
contributions to pedagogy were:
• The Montessori method
(1912)
• Pedagogical anthropology (1913)
• Advanced method
• Montessori (1917)
• Peace and Education (1934)
• The mass explained to children (1932)
• The secret of childhood (1936)
• The boy in the Church (1929)

15. 15
Social pedagogy is in charge of pedagogical intervention in social services for prevention, aid and re-socialization.
Preventive action tries to anticipate problems in order to prevent people from dissociating themselves, the help is to assist
those who are at social risk and re-socialization fights for reintegration through the correction of deviant behaviors.
SOCIALIST PEDAGOGY
All this comes to determine that the professional who is called a social pedagogue is in charge of carrying out a very
specific series of actions with which to achieve the objectives that he has set out to achieve in the area where he works.
Specifically, its fundamental functions are as follows:
• It is in charge of educating in values stories like respect and tolerance.
• It proceeds to carry out coordination actions so that they can achieve the established
objectives, in which different groups and formations have a lot to do.
• No less important is the fact that you proceed to design and implement various projects and
plans to reach your fines.
• It must fundamentally negotiate with those who work to reach agreements that serve to
move forward.
• It must also become an instrument for change to take place both in the people with whom we
work and in society in general.
• It is vital that you are a person not only with great communicative qualities but also with the
necessary capacity so that those who intervene in your projects also do their part and
collaborate.

16. 16
He was born in Russia in 1888.
His theory based on the development of productivity, proposes that
development can only be achieved if the society that imposes important
tasks and demands efforts in its accomplishment, can develop the
potential of its children and youth.
MAKARENKO
Pavel Petrovic Blonskij
(1884-1941)
It promotes training by means of a global teaching method for work
complexes organized by nursery schools, elementary schools and for
adolescents.
He sought to find methods of acquiring knowledge of modern industrial
civilization from the interests and maturational development of the child.

17. 17
“The individual is not the only variable in learning. Your personal history, your social class and consequently your social
opportunities, your historical era, the tools you have at your disposal, are variables that not only support learning but are
an integral part of it.
CONSTRUCTIVISM AND SOCIOCULTURAL
PEDAGOGY
STUDENT CONCEPTION: The student must be understood as a social being, product and protagonist of the multiple
social interactions in which he engages throughout his school and extracurricular life.
TEACHER'S CONCEPTION: The teacher as a cultural agent who teaches in a context of socio-culturally determined
practices and media, and as an essential mediator between sociocultural knowledge and student appropriation processes
Constructivism is a position shared by different trends in psychological and educational research. Among them are the
theories of Piaget (1952), Vygotsky (1978), Ausubel (1963), Bruner (1960), and even though none of them was named as
constructivist their ideas and proposals clearly illustrate the ideas of this current.
CONSTRUCTIVISM construct Constructivism is first of all an epistemology, that is, a theory that tries to explain what is
the nature of human knowledge. Construct Constructivism assumes that nothing comes for its own sake. That is, prior
knowledge gives birth to new knowledge.

18. 18
He planned sociocultural theory, that anyone can develop their cognitive skills by accompanying
more experienced members of society.
He raised the theory of (ZDP) Proximal development zone that states that everyone is between two
zones.
1. What you are capable of at the moment or what you already know
2. What the person is not ready to do
Vigotsky (1896-1934)
Jean Piaget (1896 - 1980)
His approach refers to the psychological development (Psycho-genetic
Theory) in childhood and the constructivist theory of the development of
intelligence. It states that people generate or build knowledge, actively
modifying their cognitive schemes through adaptability, assimilation and
accommodation of the world around them..

19. 19
Driving force for pedagogical renewal. For Freinet, the basis of education
must be work, since he considers that learning takes place from his own
experiences, from an organized context that facilitates the approach to
new knowledge and from an environment they can freely experiment.
Celestin Freinet (1896-1966)
J.S. Bruner (1915)
He is one of the founders of cognitive psychology. He wrote the
book called "The Process of Education", which was considered
manifest against traditional education.
Bruner considered the teacher as a guide, rather than as an
exhibitor of content. His efforts were aimed at overcoming the
methods and mechanisms of rote learning. He based his theory on
learning by discovery through problematic situations.

20. 20
David Ausubel, maximum representative of significant learning,
supports the thesis that to understand educational work it is necessary
to take into account the elements of the educational process; that is, the
teachers and their way of teaching, the structure of knowledge that
makes up the curriculum and the way in which it is produced and the
complex context in which the teaching and learning processes are
developed.
SIGNIFICANT LEARNING
Another fundamental contribution is the concept of previous
experiences and how this accumulation of knowledge that the
apprentices possess can favor a more successful learning.

21. 21
This education was based on constructivism and conceives the child (who
is called educating) as a producer subject who understands the world and
interacts with it.
Liberating Pedagogy
according to Paulo Freire
Education, says Freire, is not necessarily liberating since it depends on
who uses it. For example, if a worker reads and studies to be a good
mechanic, this cannot be considered a liberating education. It would be,
in such a case if the school teaches him to discuss art, politics or ideology.
However, it is not only a matter of analyzing or understanding the child
as a different subject: the teacher (whom he calls the educator) must be
a being freed from the thought of bank education. Only in this way
(educator and learners) can they learn and give their opinions about
something they are learning together.

22. 22
Liberating pedagogy
according to Paulo Freire-
Characteristic
No one educates anyone, no one educates himself, men educate each other
Learners are researchers
Educators and learners work together to develop a critical vision
of the world in which they live
It serves the liberation
Learners become educator-educator
Learners are active agents in the educational process
The educator becomes an educator - educating
Dialogue discoverer of reality
New pedagogy