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.

A. AIMS OF PRIMITIVE EDUCATION

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
was sacrificed for the
interest of the group.
3. Preservation and transmission
of traditions the ways they
were doing things were the best
and they want to preserve it and
be transmitted

D. AGENCIES OF EDUCATION
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.
ORGANIZATION OF GRADES
There was none. There was no
gradations in instruction; neither
were there organized classes.
F. METHOD OF INSTRUCTION
1. All instruction was done informallymerely
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.

B. TYPES OF EDUCATION

G. FINANCING

1. Vocational like hunting,

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

There was no financing

involved since there was no
teacher to pay, no learning
materials to buy.

C. CONTENT TO BE STUDIED

OUTSTANDING CONTRIBUTION
TO EDUCATION

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.

The primitive man started the

rudiments of education from
which evolved the modern
educational systems of today.

EARLY EGYPTIAN
EDUCATION
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 thats why they build many temples.
A. AIMS OF EDUCATION
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
B. TYPES OF EDUCATION
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 educationEgyptians used
hieroglyphics form
of writing
C. CONTENT TO BE STUDIED
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.
D. AGENCIES OF EDUCATION
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
F. METHODS OF INSTRUCTION
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.
FINANCING
The pupils and students had to
pay a certain amount of school
fees even in the lower schools.
Hence, education was not
Universal.
OUTSTANDING CONTRIBUTION
Geometrical measurement and
surveying. They were the first to

use these two mathematical

techniques.

EARLY CHINESE EDUCATION

A. AIMS OF EDUCATION
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.
B. TYPES OF EDUCATION
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

C. CONTENT TO BE STUDIED
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
The
The
The

Ta Hsio or Great Learning

Chung Yung or Doctrine of the Mean
Lun Yu, or Sayings of Confucius
Meng Tze or Sayings of Mencius.

A second Chinese philosophy for living

studied was Taoism, or The Path of Reason
attributed to Lao-tse.
D. AGENCIES OF EDUCATION
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.
E. ORGANIZATION OF GRADES
1. Elementary- the child started school at the
age of 7.
2. Higher education- mainly for preparation for
taking the
government examination.
a. Lowest examination- honors called Hsiu Tsai,
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 Chinshih
similar to doctoral degree

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.

F. METHODS OF INSTRUCTION
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. FINANCING
The schools were supported by the tuition fees of
the pupils.
OUTSTANDING CONTRIBUTION
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.

THE MEDIEVAL CONCEPT OF

SPIRITUAL
AND INTELLECTUAL EDUCATION
A. AIMS OF MONASTIC EDUCATION
1. 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.
B. TYPES OF EDUCATION

C. CONTENT TO BE STUDIED
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.
1.
2.
3.
4.

The Quadrivium composed of

Geometry
Arithmetic
Music
Astronomy

2. Greek and Roman classical culture and

literature
F. METHODS OF INSTRUCTION
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. FINANCING
Pupils paid some fees and the state
shouldered some expenses.

H. OUTSTANDING CONTRIBUTION
We owe much to the Christian monasteries
for preserving and spreading learning and
culture.

SCHOLASTICISM AND
INTELLECTUAL DISCIPLINE
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.

3. The Aristotelian Logic- the form of

argument
was the syllogism supplied by Aristotle.
G. FINANCING
The students paid fees for the services of
the masters.
H. OUTSTANDING CONTRIBUTION
Most likely, the outstanding contribution of
scholasticism is the organization of the
university and the emphasis on intellectual
training.

CHIVALRY
A. AIMS OF CHIVALRIC EDUCATION
1. Morality- inculcate in the minds of
young nobles the
virtues of honor, honesty, courage,
bravery, courtesy.

B. TYPES OF EDUCATION
1. Religious education- study of the church
doctrines
2. Intellectual education- study of philosophical
systems

D. AGENCIES OF EDUCATION
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.
F. METHODS OF INSTRUCTION

1. Lecture, repetition, disputation and

examination- in disputation, students were
opposed against one another.
2. The scholastic system or methodessentially
an argumentative method

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
God
6. Social graces- to train the young girls in
the social graces and manners fit for ladies
of the nobility.
TYPES OF CHIVALRIC
EDUCATION
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

H. OUSTANDING CONTRIBUTION

F. METHODS OF INSTRUCTION
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.

The 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

FINANCING
The pupil did not pay any fees because he
served his master like a valet.

THE GUILD SYSTEM OF

EDUCATION

A. AIMS OF GUILD EDUCATION

1. Preparation for commercial and industrial life
2. Vocational preparation- to take over their
fathers education
B. TYPES OF EDUCATION
3. Vocational education
4. Reading, writing and arithmetic education
5. Religious education

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.

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
F. METHODS OF INSTRUCTION
D. AGENCIES OF EDUCATION
4. The burgher school- for the children of the
bourgeoisie or middle class
5. The Chantry school- for the children of the
wealthy
merchants
6. The guild school- for the children of the
craftsmen

E. ORGANIZATION OF GRADE
LEVEL
There were three stages in the
development of a craftsman:

1. Observation, imitation and practice.

2. Dictation, memorization, catechetical method
3. Discipline
G. FINANCING
4. The burgher schools were controlled and
supported by cities
5. The chantry schools were supported by the
wealthy merchants
6. Apprenticeship was free.
H. OUTSTANDING CONTRIBUTION

1. Type of vocational training

2. Apprenticeship- very good device for

manpower development