THE HISTORICAL DEVELOPMENT OF EDUCATION AND THE HISTORICAL DEVELOPMENT OF PEDAGOGY.

1. UNIVERSIDAD NACIONAL DE
LOJA
PEDAGOGY
Professor: Adriana
Cango
Student: Michelle
Salazar
Cycle: third cycle

2. THE HISTORICAL DEVELOPMENT OF
EDUCATION
Ancient age MIDDLE AGE MODERN AGE – CONTEMPORARY AGE
Ancient East
Grecce
High middle ages
Low middle age
Rome
Humanism and
Renaissance
Century XIX
Century XVIII
Century XX
http://www.aliat.org.mx/BibliotecasDigitales/economico_administrativo/Historia_general_de_la_educacion.pdf

3. Ancient
age
Public speaking
and Militia.
Homer and Hesiod;
epic aristocratic vs
town work.
Acculturation
greek.
Egypt Grecce Rome
Father and
scribe how
Educators.
Homer and Hesiod;
epic aristocratic vs
town work.
Education
public.
Integral education:
music, math, poetry,
philosophy, physical
education.

4. Education encompassed a
series of standards of
conduct and civic aspects,
public speaking, writing,
and physical education.
There must also have
been specialized areas,
such as engineering and
astronomy, although
these, too, were only
reserved for the elite.
Ancient cultures were
societies absolutely
hierarchical.
Education will be
reserved for the elites.
ANCIENT
EAST

5. GRECCE
Socrates
Isocrates
Platon
Aristóteles
Aristofanes
Demócrito
The Greek goal was
to achieve perfection
by teaching
disciplines such as
Music, Aesthetics,
Poetry, Literature,
Gymnastics, and
Philosophy.

6. MIDDLE
AGE
HIGH
MIDDLE
AGES.
The High Middle Ages
included the 5th to 11th
century, from the Germanic
invasions to the beginning of
the crusades.
LOW
MIDDLE
AGE.
The Late Middle Ages included
the XI to XIV century. This is a
period of decline, as feudalism
declines with the rise of
commerce and cities.

7. HIGH
MIDDLE
AGES
LOW
MIDDLE
AGE
Emergenc
e of the
universitie
s and the
scholastic.
Christian
morality
as a pillar
of
education
Crisis
education
(XXI).
Monasteri
es and
reading of
sacred
texts
Decline
of
classic
culture.
Apogee of
chivalric
education
Education
in the XIV-
XV
centuries.
Humanism
Education.
Third State
education.
End of
chivalric
education.
MIDDLE
AGE

8. Humanism
Humanism is a philosophy or "way of
interpreting the world". It is a set of ideas
on how people should live and behave.
Renaissance
It was a period in which classical
antiquity was revalued and a very active
cycle began in which criticism played a
very important role.
MODERN AGE

9. MODERN AGE
Reformation and
Counter-Reformation
(XVI-XVII).
Importance of reading
and education in the
Reformation.
Response of the Catholic
Church (Counter-
Reformation).
Social and educational
utopias.
MODERN AGE
Illustration
(XVIII).
Influence of seventeenth-
century thinkers in
schools.
Criticisms of education in
literature and philosophy.
Pedagogical innovation
of Rousseau and
Pestalozzi.

10. CONTEMPORAR
Y AGE
The Contemporary Age includes
the last years of the 18th century,
starting with the French
Revolution, the 19th century, the
20th century and so far in the
21st century.
The events of the last
quarter of the 18th century
they served as a transition
from Modernity to the
Contemporary Age.
In the Contemporary Age,
the nation-states, the
Economic production ceases
to be local and globalization
is reached.
The last quarter of the 18th
century was marked by three
great historical events: The
Industrial Revolution in
England, the
US independence and the
French Revolution.
The Industrial Revolution,
machines replaced the work
of many men, exponentially
increasing production and
improving product quality.
US Independence
functioned as a trigger for
the end of absolutist
monarchies. France and
Holland, enemies of
England, supported the
rebels in their fight for
independence.
The French Revolution
would end the monarchy
and
It would establish for the
first time a civil regime,
inspired by the ideals of
political organization of the
Enlightenment.

11. Froebel, the active
school and the
change in the
ideals of education.
Importance of the
Industrial
Revolution and the
proletariat.
Century
XIX
CONTEMPORARY
AGE
Educational
transformation
of the sixties
Pedagogy -
psychology
relationship.
Century XX
CONTEMPORARY
AGE

12. THE HISTORICAL
DEVELOPMENT OF
PEDAGOGY
Year o:
Primitive
Teaching
Year 3000 A.C:
The Ancient
Orient and
Ancient Greece
Century V:
Western
Thinking.
Century VII:
The Ancient
Rome.
Century XII:
The
Scholastic.
Century XIV:
The time of
humanism.
Century XVII and
XVIII.
Traditional
Pedagogy.
Century XIX:
Modern
Pedagogy
Year 1970:
Significant
Learning.
Century XXI:
Connectivism.
https://www.sutori.com/story/historia-de-la-pedagogia--HqAQSZdz4MQE823TPAYK3cQ3

13. Primitive
Teaching
Pedagogy has been around
since the beginning of
humanity.
The first pedagogical ideas
arise with the primitive
community, in which the
parents transmitted the
knowledge of that time.
The
Ancient
Orient and
Ancient
Greece
In the ancient East and
Ancient Greece, pedagogical
methods began to be
formalized.
Egypt was the main seat of
early scientific knowledge,
writing, science, mathematics
and architecture and
education in ancient times.
China focused on
philosophy, poetry, and
religion, according to the
teachings of Confucius
and Lao-Tse.

14. Western
Thinking
Pensadores como
Sócrates, Platón,
Aristóteles y
Aristófanes
enseñaban a través
de métodos en el
cual el aprendiz
pudiera alcanzar la
perfección en
disciplinas como la
música, la
literatura, filosofía
la estética y la
poesía.
Ancient
Rome
At this time it is where
the role of teacher-
student is established,
with Marco Fabio
Quintiliano as the main
Roman pedagogue.
Furthermore, the
method of education
based was known as
Trivium and Quadrivium.
At this time only the
kings and the sons of
the nobles could
receive the education
and the priests the only
ones who could impart
it.

15. Scholastic
In the feudal era, La
Escolástica emerged,
which was a current that
aimed to reconcile belief
and reason, religion and
science.
Universities were created
where the seven liberal arts
were taught and the
pedagogical work of teachers
took place in debate and
lecture readings.
The children of peasants and
artisans were relegated from
this type of instruction, just
as they did not agree with the
monopoly character of the
Church.
The time of
humanism.
Humanism originated
under the leadership of
various thinkers
(Francisco Rebelais,
Luis Vives, Tomas
Moros, Vittorino de
Feltre).
They opposed the
severity of
ecclesiastical discipline
and sought to make
knowledge accessible
to all mankind.
JUAN AMOS
COMENIO

16. .
Traditional
Pedagogy.
Born in France, founded
by San Ignacio De Loyola.
At this time, the school is
the first social institution
responsible for the
education of all social strata.
The concept of pedagogy was
to instill the strictest custom
of submission in students,
thus guaranteeing the
proposed objectives of that
historic moment.
Memory played a fundamental
role in the transmission of
knowledge

17. Modern
Pedagogy
After the First World War,
and taking ideas from John
Jacobo Rousseau, the
thinkers of modern
pedagogy looked for new
methods to guide educators
in the difficult pedagogical
task.
(1746 -l827) JUAN
ENRIQUE
PESTALOZZI.
(1776 – 1841) JUAN
FEDERICO
HERBART.
(1870-1952) MARÍA
MONTESSORI.
The teacher-student
direction changed to a more
friendly and cooperative
relationship. Likewise, the
free development of the
child's faculties was a
fundamental change.
(1859-1952) JOHN
DEWEY.
(1907)
CONSTRUCTIVISMO
(1896-1934) LEV
VIGOTSKY
(1890- 1980) Jean
Piaget

18. Significant
Learning.
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.
Ausubel, D. (1983). Teoría
del aprendizaje
significativo. Fascículos de
CEIF, 1, 1-10
Connectivis
m
The possibilities offered by
ICT in the pedagogical field
are innumerable and not
fully studied.
The new teaching and
learning scenarios are
benefiting constructively
and significantly from the
different tools of Web 2.0
and are generating great
reflection on current
pedagogy.
Morrás, Á. S. (2014).
Aportaciones del
conectivismo como
modelo pedagógico post-
constructivista. Propuesta
educativa, (42), 39-48.