Module 3

1. MODULE III
School as Agent of Change
HISTORICAL ASPECT:
Contributions of Ancient
Philosophers to Education

2. CONFUCIUS (551 – 479 BC)
 Method of teaching was based on 1
0n 1 instruction or small group
discussion w/ students
 He taught about sincerity, loyalty,
ritual, and humanness

3. SOPHISTS (400 BC)
 Group of wandering
teachers known as the 7
wise men of greece
 Claimed that they could
teach any discipline or
skill to anyone who wish
to learn
 Specialized in teaching
subjects under liberal

4. SOCRATES (469 – 399 BC)
 He taught universal
principles of truth, beauty
and goodness.
 His ways of teaching
focused his students to
think deeply concerning
the meaning of truth,
peace and justice.

5. PLATO (c. 428 – c.347 BC)
 He argued that education
is unchanging since true
knowledge does not
change in every place
time.

6. ARISTOTLE (384 – 322 BC)
 He taught that human
being is rational.
A man then knows how to
reason and make

7. ISOCRATES (436 – 338 BC)
 Educational method was to
the students to be competent
orators who could serve in the
government service as officials.
 Curriculum – rhetoric, politics,
and history.

8. MARCUS QUINTILIANUS (35
– 95 AD)
 Education should be
designed according to
stages of development of
an individual from
childhood to adulthood

9. SAINT THOMAS AQUINAS
(1225 – 1274)
 He was as a dominican
priest
 Teaching for him is a
scared vocation in w/c
teacher combines faith,
love and learning in his
daily life

10. DESIDERIUS ERASMUS (1466
– 1536)
 He advised the teachers
to study archaeology,
astronomy, mythology,
history and scriptures

11. MARTIN LUTHER (1483 -1546)
 During the reformation period he encourages the
parents to teach their children reading and religious
 Every family should pray together, read the bible.

12. THOMAS JEFFERSON (1743 –
1826)
 Third President of United
States of America
 Education is an
of social reform and
development by w/c
people progress and
move forward.

13. JOHANN HERBART (1776
– 1841)
 German philosopher
 Proposed the 5 steps of
teaching
Preparation, presentation,
correlation, illustration,
examination

14. ELLEN KEY ( 1849 – 1926)
 Swedish feminist and
educator during the 20th
century
 She emphasized the
needs and potential of
child, rather than the
needs of society or the
principles of religion.

15. Education in the Primitive Civilization

16. Primitive education
 The fundamental aim of primitive education was to
instruct children to become good members of their
community.
 The learner should stay in the place for a period of time
set by the teacher following the curriculum that consists
of cultural values, tribal religion, myths, philosophy,
history, rituals and other knowledge.

17. Ancient Egypt
 The ancient educational system was administered and
controlled by the intellectual priests in the theocratic form of
government who prevent the multiplicity of culture. The core
curriculum comprised of science, mathematics, medicine,
geometry and humanities.
 When a child reached the age of five, he enters the learning
center for writing and continues his studies in reading until he
reached the age of sixteen or seventeen, the learner at the
of 13 or 14, would undergo practical training in offices for
which they are being prepared.

18. Mesopotamia
 The formal education was practical and aimed to train
young children to become priests and scribes. It was
continued from the fundamentals of reading, writing and
religion to higher learning in law, medicine and astrology

19. North China
 The formal education of ancient china was characterized
moral sensitivity and duty toward the people and the state.
 The oldest curriculum of the Chinese was composed of
human relations. Rituals and music.

20. The Maya
 In the culture of Mayans. The priesthood was regarded as
the backbone of society. Priests were the source of
knowledge, religious and moral leadership and literate

21. The Aztecs
 The priests and noble elders known as the culture
conservators administered the education among Aztecs.
 Rote memorization and oral transmission were applied to
recall significant events. They were very careful in
transmitting the events specially in teaching literature,
poetry and sacred songs.

22. The Inca
 The Incas depend on oral transmission as a manner of preserving their culture and tradition.
 2 types of Inca education
1. Vocational education for common Inca
Then Inca commoners become a government property when they reach the age of 5, and work in the field after receiving a rigorous
training.
2. Formal education for noble Inca
The noble Inca has follow the four year educational program.
 Four year educational program
first year – the student learns the language of the noble.
Second year – dedicated to study religion
Third year – period of complex learning of cords used for sending messages and recording historical occurrences.
Fourth year – dedicated to the study of history, sciences, geometry, geography, and astronomy
After completing the four year program, the student is required to pass a series of rigorous test to attain his noble status.