CTP103 Presentation

History of Education
Group IV - The Great Ones (TGO)

Fortunato A. Simon Jr.
Reynan Fiel G. Suyom
Pearly Mariel Valenzuela
Jeremy Y. Cabillo
Rummel Manaog
Rona D. Samson
An oral report presented at CTP 103 Class (Foundation of Education)
Laguna State Polytechnic University
February 09, 2019
Early Christian
Education
by: Fortunato A. Simon Jr.
Laguna State Polytechnic

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Early Christian Education
Brief History
During the reign of Augustus Caesar when there was Roman peace
(Pax Romana) in almost all Rome's dominions, Jesus Christ was born in the
little town of Bethlehem. Christ is the Greek name for Messiah. Jesus was
supposed to have been born 4 B.C. of Jewish parents. About thirty years
later, he started his preaching that lasted for three years. Jesus was probably
taught by his parents at home and attended religious services in the
synagogue, a place for Jewish worship. Jesus never attended school and
never wrote a book but his preachings exerted the greatest influence upon
the course of human history.

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A Little Town Of Bethlehem. Augustus Caesar

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★ His Jewish Parents.
MARY and JOSEPH

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Educational Attitudes And Practices Of Jesus

➢As a teacher, Jesus is often compared to the other two great
teachers, Gautama Buddha and Socrates.

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Similarities
➢Direct and simple way of teaching whenever and wherever they
meet people
➢each felt intensity that he had a mission to fulfill
➢Sermon on the mount (Jesus)=Sermon in the Deer Park (Buddha)
➢Beatitudes(Jesus)=Eightfold Path (Buddha)
➢Parable Method (Jesus)=Dialectic (Socrates)

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Differences
➢Appealed to the intellect (Socrates)-appealed to the conscience of
man (Jesus Christ)
➢Aimed at the intellectual development (Socrates)-aimed at rising the

ethical standards of man (Jesus Christ)

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Types of Education
➢Religious (spiritual). This is to restore the right relationship
between God and men for the salvation of mankind.
➢Ethical (moral) and social education. This is of the highest type

to remove all injustice, greed, hatred, slavery, etc.
➢Universal and democratic education. Education is open to all

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Aims of Education
➢Relationship between God and man. Jesus paramount aim is to
develop the right relationship between God and Man.
➢Salvation. It is an important aim of Jesus to save men from eternal

damnation.
➢Social relations based on love. Jesus wants to reform society. He

taught that instead of hatred, love should be the basis of social
relationship.
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Content to be Studied
➢The Word of God, principle of love, requisites for salvation, faith
and forgiveness
➢The Sermon on the Mount (Beatitudes) Matt. 5.

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Agencies of Education
➢Informal teaching - different places where there were people to
listen to Him.

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Organization of Grade Levels
➢There were no gradations but He encouraged the education of

children

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Methods of Instruction
➢Lecture (telling). Jesus lectured in a very intimate, simple, direct, natural,
and conversational way. Usually, His sermons were composed of short, easy
to understand statements
➢Dialectic (question and answer). His bearers were free to ask questions:
He answered for clarification.
➢Aphorism. This is the use of a short expression or saying to the point out a
general truth
➢Parable method. Jesus used parables to bring home His points.
➢Figures of Speech. Jesus used figure of speech to make His points better to
understood. (1. Simile, 2. Metaphor, 3. Hyperbole)
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➢Teaching with authority.
➢Miracles. Jesus also performed miracles only when there was need
as in healing the sick. He used this technique to teach His disciples
that if they have faith, they too can heal.
➢Concrete examples. Jesus used concrete examples such as sheep,
camel, needle, house, treasure to make Himself understood.
➢Motivation. For motivation, Jesus used the elements of reward and
punishments.
➢Modelling. Jesus lived what he taught

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

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Outstanding Contributions to Education and
Humanity
➢ The outstanding contribution of Christ to humanity is Christianity
which established a social order quite different from those of other
faiths, a social order more humane and more democratic. The
methods of teaching of Jesus, too, have never been surpassed in
their effectiveness.

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WHAT IS CHRISTIAN EDUCATION?
❖ Meaning
❖ Philosophy
❖ Content
❖ Nature
❖ Purposes

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MEANING
➢ Christian Education refers to the rearing and bringing out of

persons from the Christian religious point of view. It involves the
impartation of moral and Christian religious knowledge. This
form of education is peculiar to Christians. The concept of
rearing, along with the scriptural mandates of Bible (Deut. 4:9;
6:7-9; and 11:19), therefore, indicate that it is parents who have
the primary responsibility for rearing children, not society or
even the church. Therefore, the onus lies with parents in fulfilling
their biblical responsibilities.
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PHILOSOPHY
➢ In the philosophy of Christian Education, therefore, the primary goal is to bring a child
to the knowledge of God, leading to saving faith and then to help them grow in their
trust in Christ and His good news. The teaching of good character, qualities and moral
principles provides a framework for successful life skills, social wellbeing and
protection from certain behavioural consequences. True education, most simply stated,
is teaching about God’s creation and His providence. Each area of study: science,
mathematics, religion, literature and history among others, leads us to a greater
understanding of God’s creative power, order, providential work in man and nations.
Woven within the truths of each area of study is God’s general revelation of Himself.
God has given man the ability to gain knowledge through empirical observation,
critical reason, intuitive insight, and scientific observation.

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CONTENT
This refers to what the religious educator should teach when doing
Christian Education. Its content should include the following aspects:
➢ Good Self-Image: Christian religious educators worth their salt will

begin doing Christian education from where the people that they are
educating are, and help them to move along the journey of life of faith
according to the people’s pace and not that of the religious educator. In
other words, religious educators must begin from the life experience of
the people they are educating.

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➢ God/Christ: Teaching about God is very central to Christian
Education. The image of God that Christian educators have will
greatly influence their teaching. God is the creator of the universe
who created human beings in his own image and likeness. We
were created not out of any other thing than out of God’s love.
The fact that we were created in the image and likeness of God
does not mean that we are the same as God. As human beings we
can only speak about God in analogical terms.

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➢ As Thomas Aquinas said, ‘we cannot use of God any terms other
than those for creatures’ and therefore we must acknowledge the
existence of God in all forms of education of which Christian
Education must be in the centre. An education of this nature can
in no way exclude the reality of God who is ultimately a reality in
Christianity. The centrality of God is that which makes Christian
Education what it is.

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Nature
➢ Centrality of the Bible: The Bible is the basis and the foundation of Christian education
and its philosophy as well. It teaches us that before a man can be truly educated, he
must be born again. It gives us authority and a God-given basis for discipline. It
teaches that there is no difference between the sacred and secular, that all of life is to be
lived for God, and that every discipline of life is to be taught in relationship to Christ,
and to His claim upon a person’s life. If the Word of God is not the foundation for all
that is done, taught, etc., then we are on a very shaky ground. If we cannot prove a
God-given mandate for the Christian school then we could well ask why we should
have it. If there is not a Bible reason for the Christian home/school movement
(education), then it should also cease to exist. The Word of God therefore has many
critical proclamations as to its veracity, infallibility, divine origin, power and authority
for every aspect of life (II Tim. 3:15-17).

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➢ Ontological nature: In Christian Education, the educator must emphasize the great
importance of good human relations. There is the tendency for many people to be so
concerned with their relationship with God at the neglect of their relationship with their
neighbours or other human beings. The religious educator must point out that
Christianity is not only about one’s relationship with God. Rather, it is also the
relationship with fellow human beings (man-man). The Christian religion, therefore,
has a horizontal as well as vertical dimension with respect to the ontological nature of
Christian education. This form of education is therefore geared towards the critical
development of the human society. This characteristic of Christian Education is highly
revered in almost all human communities that seek to promote cordiality and proper
living conditions (co-existence).

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➢ Transcendental nature: Another aspect of Christian Education is that it is transcendent.
The human person is not an island. As human beings, we are by nature relational. We
transcend ourselves to be in relationship with other created beings and the creator of
such beings. St Augustine said it all when he proclaimed that our souls were made for
God and they will continue to be restless until they finally rest in God. This emphasizes
the fact that Christian Education should be able to make students realise their
relationship with the supernatural. The world external to humans must at all times be
realized and approached in order to obtain a perfect relationship with it. The world of
the supernatural that transcends human understanding is a major part of all human
existence. In this case the Christian educational system should be able to buttress its
relevance to humanity.

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PURPOSES
Christian education is about teaching and learning skills and

knowledge from the perspective of
Christianity. The purpose is to:

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➢Return to God’s honor in life (of Christians, educators and

learners), for the purpose of education is to build character, to mold a
life that honors the Lord; to be God-centered, to love God with all
the heart, mind, soul, and body (Matthew 22:37-39). We should
desire to produce young people with the kind of character and conduct
that will be a godly influence wherever they go. Their lives are to be
evident in their devotion to serving the Lord Jesus Christ.

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➢Transform teachers/educators –in the light of good moral and ethical

conduct. Thus, give an education that molds the total person to be ‘a
vessel unto honor, meet for the master’s use and prepared for every
good work’ (II Tim. 2:20-22). To aid educators develop self-
control; to live a disciplined life according to Bible rules under
the control of the Holy Spirit (II Cor. 10:5; Phil. 4:8; Titus 2:11-14;
Eph. 6:18; Gal. 5:15-17, 22-24)

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➢ Be heavenly minded, to learn all truth in the light of scriptural

revelation and principles, and to apply that truth to every facet of
life (Col. 3:14). To embrace the absolutes and the unchanging truth
of the Word of God and to relate all knowledge and life to this
revelation (John 17:17; II Tim. 3:14-17).

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➢ Good Christian Religious Education is to glorify Christ and the

teachings of God’s word that are freely shared with a generation of
people who are reaching out for peace through education.
➢ Look ahead to eternity and to look upon eternal values as the

most important in view of one’s existence (Romans 14:11-12).

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Education in the Early Christian Church
➢The organization of the Christian church was started by the apostles

of Christ. Special mention has to be made of the work of St. Paul and
St.Peter. Both journeyed to Rome but St. Paul did more spade work
than Peter. Paul set up many of the church doctrines in his epistles and
organized more churches than any other apostle.

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Types of Education
➢Moral Training. This was to develop the moral virtues.
➢Spiritual Training. This was to develop faith in God and in

Christ and to develop spiritual virtues.
➢Music Education. This was in connection with psalmony

and hymnology, the kind of music used in Church services.

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Aims of Education
➢Moral. The chief aim was the moral regeneration of the

individual
➢Salvation. To spread the good news of salvation for

salvation is always the end of all church activities,
educational or otherwise.

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Content to be Studied
➢Moral and spiritual values
➢Requisites for baptism
➢Church doctrines
➢Music in connection with Church worship

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➢Home. The children were taught by their parents
➢Church. the Church itself became the chief educational agency
➢Catechumenal school. this school was for those preparing for
baptism. The teachers were the more able members of the church
➢Catechetical school. This was attended by those who were being
prepared for Church leadership.
➢Cathedral school. This was located in the cathedral under the direct
supervision of the bishop. This school was for those training for
priesthood or clergy or those who wanted higher learning
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Organization of Grade Levels
➢Children were first trained in their homes
➢When they were able to understand, they attended the catechumenal
school. They were called catechumens or probationers, because they were
preparing for baptism.
➢Those preparing for church leadership attended the catechetical school,
so called because it used the question and answer method.
➢The highest step in the educational ladder was the cathedral school
attended by those preparing for Church leadership especially priesthood or
clergy.

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➢Catechetical method. This is a question and answer method.
➢Memorization. The pupils had to memorize the answers to the

questions prepared and given to them beforehand by the teacher.
➢Exposition and exhortation (Preaching)

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Financing
➢The students availed of free education but voluntary contributions
were solicited from the more affluent Church members to defray the
expenses of the Church educational programs.

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Outstanding Contributions to Education and

Civilization
➢The outstanding contribution of early Christian education to
civilization and education is the conversion of more than one-half of
the world into Christianity with the highest ideals of spirituality and
morality. Up to the present, Christian education continues to propagate
the Christian faith.

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IMPLICATION OF CHRISTIAN EDUCATION IN
MODERN EDUCATION
➢This is significantly addresses the need for good educational system

for individuals who seek pure education. It further promotes Christian
Education which seems less advantaged in many secular states
across the world. Indeed, it contributes to the search for proper
education for all people by ensuring good character formation, good
and moral conduct as well growth in human mind.

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References
Calderon, J.F. (1998). Foundations of education. Manila, Philippines: Rex

Bookstore, Inc.

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The End
Questions?
Medieval Education
by: Reynan Fiel G. Suyom
Graduate School University of

the Philippines Los Baños
Medieval Education
Time Frame A.D. 476 A.D. 1453
Medieval
B.C. or B.C.E 1B.C. or A.D. 1 A.D. or C.E.
Common Designations:
Before Christ (B.C.)
Meridian of Time (1BC or AD1)
Anno Domini (A.D.)
Alternative Designations:
Before Common Era (B.C.E.)
Meridian of Time (1BCE or 1CE)
Common Era (C.E.)
(Calderon, 1998; Brians, 2016)
Graduate School University

of the Philippines
Medieval Education
What Do
YOU SEE?

of the Philippines
Medieval Education
Location
Roman Empire, Most of
Europe & Some parts of
the Middle East
Western Rome was

conquered by Teutonic
Barbarians led by
Odoacer (A.D. 476)
The Christian Church

survived
Source: (Calderon, 1998;

Utah State Universtiy, 2019)
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Medieval Education
Political and Sociological Climate
Chaotic
West continuously invaded by Germanic/Teutonic tribes/barbarians
Division
Many Christian Churches
- Monastic Churches vs. Monastic Churches vs. Catholic Church
` - “Upon this Rock, I will build my Church”
- The Great Schism (1054 C.E.)
Barbarism
Church describes barbarians as war-like and brute
Roman Churches sought to change “educate” the invaders
- Successful
Source: (Calderon, 1998; Ibit, 2014)
of the Philippines
Medieval Education
Exhibit A Exhibit B

of the Philippines
Medieval Education

of the Philippines
Medieval Education
4 Educational Systems
Monasticism
- To live Ascetic lives
Scholasticism
- To Validate the Creeds and Dogmas of the Christian Faith through
1)Reason
Monasticism
Chivalry
- To preserve the Feudal System
Guild
- To pursue the Common Interests
Source: (Calderon, 1998)

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Medieval Education
Focus of Education
Develop:
i. Spirituality – attain salvation
ii. Morality – be chaste, live a poor life, and complete obedience to
God.
iii. Spiritual Knowledge – meditation, contemplation, inspiration, and
virtue
Develop by:
i. Moral and religious training
ii. Literary education
iii. Manual training

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Medieval Education
Focus of Education
Grade Levels (Boys):
Interi Boys age 10 – admitted to monastic schools
Interi Boys age 18 – admitted to the monastic order
Monasteries admitted both exteri boys and girls at the later medieval period

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Medieval Education
Curriculum (Seven Liberal Arts)
Trivium
Grammar
Dialectic
Rhetoric
Quadrivium
Geometry
Arithmetic
Music
Astronomy
Greek and Roman Classical Culture and Literature (later in advanced
monasteries)
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Medieval Education
Organizations
Monastic Schools
- A Communal Place
(Epicurus) that isolates the
monk/student from the
world
Source: (Calderon, 1998;

The School of Life, 2015)

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Medieval Education
Methods of Instructions
Catechetical – Q&A
Dictation
Memorization
Language – Latin
Discipline – corporal punishment
Meditation and Contemplation – divine inspiration

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Medieval Education
Financing
Unclear:
Pupils paid some fees
State shouldered some expenses
Charlemagne the Great – shouldered Alcuin’s
education in England; came back to become
of Charlemagne educational system

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Medieval Education
Implications to Modern Education
- Preserving and Spreading Learning & Culture
- Some of the methods of teaching still persist at present

- Discipline through corporal punishment
- Dictation and memorization
- Monasteries were built in the 1800s and 1900s in

Europe; in 2008 a Monastic-inspired school has been built in
Bhutan
Source: (Calderon, 1998; Denman & Namgyel, 2008; Kruschwitz, 1989)

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Medieval Education
Focus of Scholasticism
Develop:
i. Reasoned Faith
ii. Intellectual Discipline
Develop by:
i. Religious Education – Christian Doctrines
ii. Intellectual Education – Greek Philosophies

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Medieval Education
Focus of Scholasticism
Children age 14 – can enter university to master reading, speaking, and
writing Latin and earn bachelor’s degree
- can acquire “License to Teach” if studies with several
masters to learn to dispute and defend his thesis (now
considered a master)
- can teach and collect his fees for his services

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Medieval Education
Curriculum
Theology
- Church Decrees
- Works of the Fathers
Religious Philosophy
- For argumentation purposes
Later included:
- Arts, Medicine, Law,
- Trivium & Quadivium
- Geometry and Astronomy

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Medieval Education
Organizations
Parish schools
- For children with special talents
Monastic and cathedral schools

- For prospective church leaders
Palace Schools
- For training intelligent leaders coming from the scions of nobilities
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- ultimately became independent of ecclesiastical authority

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Medieval Education
Lecture, repetition, disputation, and examination
The Scholastic method or system:
1. State a proposition, thesis, or question;
2. Set down objections to the proposition;
3. Prove one side;
4. Answer or dispute objections.
The Aristotelian Logic:
syllogism (Deductive Reasoning)
1. larger class or major premise;
2. middle term, or smaller class, or minor premise;
3. conclusion of specific method

of the Philippines Source: (Calderon, 1998)
Medieval Education
Financing
“Students paid fees for the services of the masters”
Source: (Calderon, 1998, p. 300)

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Medieval Education
Universities
- Stadium Generale (Student Body)
- Faculty – group of teachers teaching the same subject
The idea that Religion is not the only source of useful and correct
knowledge
The unification and simultaneous use of Science and Religion

Thomas Aquinas - Summa Theologiae
Source: (Calderon, 1998; The School of Life, 2016; Ibit, 2014))

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Medieval Education
Focus of Chivalry
Develop:
Morality – courage, bravery, courtesy, honor, honesty, etc.
Responsibility – assume responsibility, manage estates, dealing
with lower classes
Horsemanship – horseback warfare, tournaments, and hunting
Gallantry – deal gallantly ladies, protect the weak
Religiosity – service to God
Social Graces – for girls to learn manners and graces

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Medieval Education
Here’s what a Feudal

System looks like
Source: (Ibit, 2014)

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Medieval Education
Develop by:
Writing, reading and minimal literary training in vernacular
Social Training
Military Training
Religious & Moral Training
Physical Training
Grade Levels (Boys):

0-7 years old – mother teaches child physical exercise, religious
tenets, morals, manual skills.
7-14 years old – sent to castle and act as page
14-21 years old – inducted as knight
Graduate School University Source: (Calderon, 1998)

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Medieval Education
Curriculum
Lower Level:
Reading, writing, literature in vernacular
Religion, music, dancing, especially for girls
Good manners, social graces, etiquette, right conduct
Horse riding, hunting, tournaments
Household duties (girls)
Physical exercise
Higher Level:
Jousting, falconing, swimming, horsemanship, boxing, writing &
singing verse, chess

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Medieval Education
Observation, imitation, practice
- training was individual, the student observes and imitates the
teacher
Apprentice
- young noble is assigned to a lord
Motivation and Discipline

- considered as high social standards, social approval, and
social ideals

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Medieval Education
Financing
Students paid no fees but they serve their masters like personal
assistants/valets

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Medieval Education
Use of Vernacular as a tool for teaching
Focus on learning of social graces, rules of etiquette (Good

Manners and Right Conduct)

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Medieval Education
Focus of Guild
Prepare For:
Commercial and Industrial Life
Vocation
- to take over their family’s (father’s) occupations
Achieved By:
Vocational education
Reading, writing, & arithmetic education
Religious education

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Medieval Education
Focus of Guild
Grade Levels
Boy 7 years old – Apprenticeship
Boy about 14 years old – Journeyman

- be a paid worker and meet different master craftsmen
Boy > 14 years old – Master Craftsman

- achieves this level after being a journeyman and producing
a masterpiece

of the Philippines
Medieval Education
Curriculum
Reading & writing in vernacular, with arithmetic
Craft & business to be learned
Religious ceremonies and tenets

of the Philippines
Medieval Education
Organizations
Burgher School
- Children of middle class or bourgeoise
Chantry School
- children of wealthy merchant
Guild School
- Children of craftsman

of the Philippines
Medieval Education
Observations, imitation, practice
Dictation, memorization, catechetical methods
Discipline
Source: (Ubit, 2014)

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Medieval Education
Financing
Burgher schools – supported by cities
Chantry schools – supported by wealthy merchants
Apprentiship – Free (apprentice was provided with

board and lodging by his master)
Source: (Calderon, 1998; Ubit, 2014)

of the Philippines
Medieval Education
Vocational Training that focuses on manpower

development
Apprentiship as a device for manpower development

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References
Brians, P. (2016). A.D. Retrieved from https://brians.wsu.edu/2016/05/16/a-d/.
Calderon, J.F. (1998). Foundations of education. Manila, Philippines: Rex Bookstore,
Inc.
Denman, B.D. & Namgyel, S. (2008). Convergence of monastic and modern education in
bhutan? International Review of Education, 54(1), 475–491.
Kruschwitz, R.B. (1989). Monasticism: Old and New. Retrieved from
https://www.baylor.edu/content/services/document.php/116014.pdf.
Ibit, M.F. (2014). Monasticism, scholasticism, chivalry, the guild system of education.
Retrieved from https://www.slideshare.net/maffy_ibit/chapter-5-monasticism-
scholasticism-chivalry-the-guild-system-of-education.
The School of Life. (2016). PHILOSOPHY - Thomas Aquinas. Retrieved from
https://www.youtube.com/watch?v=GJvoFf2wCBU.
The School of Life. (2015). HISTORY OF IDEAS – Monasticism. Retrieved from
https://www.youtube.com/watch?v=LtU5hzfHvd0.

of the Philippines
The End
Questions?
Muslim Education
by: Pearly Mariel Valenzuela
University of the Philippines

Los Baños
Muslim Education
INTRODUCTION Islam
Mohammad The youngest of the three

Abrahamic religions
Founder of Islam religion
which started in 613 AD The religion which originated
in Arabian peninsula
University of the
Philippines Los Baños
Muslim Education
INTRODUCTION
Muslim
The follower of Islam
In Arabic, meaning one

submitting to Allah
Hegira
The flight from Mecca to

Medina
University of the
Muslim Education
Qu’ran
The Holy book of Islam
The primary basis of Islam

Education
FUN FACT
Did you know that

ISLAM is a religion
of PEACE.
University of the
Muslim Education
Hadith
INTRODUCTION Sayings and Traditions of the Prophet
Middle of9thcentury Mohammad
- Knowledge is divided into:
- Islamic Science
- Philosophical and natural Science
- Literary Arts
Islamic Sciences
Based on the Qu’ran, hadith,

interpretation of leading scholars and
theologians and Greek influence including
Persian and Indian
University of the
Muslim Education
AIMS OF MUSLIM EDUCATION
Initiative and Welfare
Scientific Development of youth with correct

principles that inquires and research
Muslim scholars believed that Scientific
truth is a tool in understanding the Religious
religious truth (10th-13th century)
The deep, comprehensive and elaborate
Practical study of Qu’ran and Hadith
Application of scientific knowledge into Vocational

development of the Muslim Civilization
Development of skills for everyday use
such as spear handling, cultivation and
University of the workshops for crafts and tools
Muslim Education
TYPES OF EDUCATION
Artistic Designing
Science Education
Part of vocational education inclined to
Studying Natural Sciences in application to architecture, carvings, textile designing
irrigation systems, commerce,
Religious Education
manufacture
The continuous study of the Qu’ran and
Vocational Education Hadith and its implication in their lives as
people of Islam faith
Development of skills used in military,
Professional Education
textile trading, arts and crafts
Career path of students developed in
different fields such as medicine,
University of the architecture, biology, literature
Muslim Education
CONTENT OF MUSLIM EDUCATION/

CURRICULLUM
Social Science Natural Science Applied Science Vocational
Theology Math Agriculture Workmanship

Geography Physics Engineering Military
Philosophy Medicine Architecture
History Chemistry
Literature Astronomy
Jurisprudence Seek knowledge from the cradle to grave
– Prophet Mohammad
University of the
Muslim Education
AGENCIES OF EDUCATION AND
METHODS OF INSTRUCTION
Agency: Description:
Muslim Mosques and Scholars teaches interested adults on
Halqah analysis and comprehension of Qu’ran
Venue of Instruction: Methods of Instruction:

Mosque Lecture/Question and Answer/Study
Circles*
Focus Learner:
Adult *Halqah- consists of one teacher and a few pupils
University of the
Muslim Education
Courts of Early Caliphs Learning sites
Non-fomal education
Venue of Instruction: Institution
Courts
Methods of Instruction:
Focus Learner: No Method of Instruction
Adult

Los Baños
Muslim Education
Agency:
Kuttab/kutatib Description:
The spread of Islamic
Venue of Instruction: teachings
Mosque, private homes,
shops, tents Methods of Instruction:
Lecture/ Repetition and
Focus Learner: Drill/ Imitation
Toddlers
Los Baños
Muslim Education
Maktab The first formal education
of muslim children where
Venue of Instruction: basic sciences where taught
Elementary shools beside
mosque Methods of Instruction:
Lecture/ Repetition and
Focus Learner: Drill/ Memorization and
Elementary pupils Imitation

Los Baños
Muslim Education
Madrasa Higher Education in Early
Islam
Venue of Instruction:
Universities Methods of Instruction:
Lecture, Observation and
Focus Learner: Experimentation/
Men who finished maktab Memorization

Los Baños
Muslim Education
ORGANIZATION OF GRADE LEVELS
Starts After Children of Rich

Bismillah Khani proceeds for 10-
Toddlers
(4yrs,4months,4 12 years higher
(Mosque/Kuttab) days old) education
(Maktab) (Madrasa)

Los Baños
Muslim Education
CONTRIBUTIONS TO MODERN EDUCATION

• Hindu-Arabic Numerals
• Algebra, Trigonometry, Chemistry, Botany, Physics, Mineralogy contributions
• Importance of Library and Research
• Laboratory and Experimentation
• Studying Applied Science

Los Baños
Italian Humanism
INTRODUCTION Renaissance Humanism/Italian
Humanism
What is Humanism?
An intellectual movement
?
begun in Italy during the 13th
century
The study of classical texts

to change the present way of
thinking, breaking free from the
primitive knowledge to awaken
and develop the full potential of
human learning.

Los Baños
Italian Humanism
by: Pearly Mariel Valenzuela

Los Baños
Italian Humanism
AIMS OR ITALIAN HUMANISM
Academic Freedom
Freedom to express oneself Secularism

without the boundaries of
church, guilds, lords and
monasteries
Abundant Living
Development of an individual to Individualism

be capable of living to the
fullest

Los Baños
Italian Humanism
AIMS OR ITALIAN HUMANISM
Liberal Education
Well balanced development of

the human individual in mind, Humanism
body and virtue to achieve a
mature personality and
excellence
Main Purpose:
uomo universale
Los Baños
Italian Humanism
TYPES OF EDUCATION
Literary and Aesthetic
Education Moral and religious Training
Studying the Greek and Virtue formation

Roman antiquity
Physical Education
Intellectual Training
Swimming, Fencing, riding
and other recreational Nourishing the mind
activities

Los Baños
Italian Humanism
CONTENT TO BE STUDIED/CURRICULLUM
Liberal studies
philosophy, history,
rhetoric, letters,
mathematics, poetry,
music, and astronomy
Physical Education
archery, dance, hunting,

and swimming

Los Baños
Italian Humanism
Greek and Roman Hobbies, Interests and
Classics Recreational Activities
Social and Moral

Aspects
Nature

Los Baños
Italian Humanism
Agency: Agency:
Private Tutor Lower/Elementary Schools
Focus Learner: Focus Learner:

Girls/Women Rich Upper-Class and Bright
Poor Boys

Los Baños
Italian Humanism
Agency: Agency:
Secondary/Court Schools Universities

Rich Upper-Class and Students from
Bright Poor Boys/Men Secondary/Preparatory
Schools

Los Baños
Italian Humanism
• Lecture
• Writing Themes
• Development of Self-expression
• Development of interest and power thinking
• Mental and Physical Activities
• Motivational Instruction

Los Baños
References
Boundless. (n.d.). Boundless World History. Retrieved from
https://courses.lumenlearning.com/boundless-worldhistory/chapter/humanist-
thought/
Nakosteen, M., & Szyliowicz, J. (2018). Education In Persian, Byzantine, Early Russian, And
Islamic Civilizations. Encyclopaedia Britannica. Retrieved from
https://www.britannica.com/topic/education/Aims-and-purposes-of-Muslim-
education.
Net Industries. (n.d.). Islam - History of Islamic Education, Aims and Objectives of Islamic
Education. In StateUniveristy.Com. Retrieved from
http://education.stateuniversity.com/pages/2133/Islam.html
Pandeya, S. (2015). Education in Muslim Period (1200-1757) [Powerpoint Slides]. Retrieved
from
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_sty
le_guide/reference_list_electronic_sources.html

Los Baños
The End
Questions?
Protestant
Reformation
by Jeremy Cabillo
St. John Colleges

Protestant Reformation
Disclaimer
The researcher does not intend to prompt
any religious debate and/or disagreements
as brought about by the information that will
be presented. This is pure educational and
historical in nature. Religious tolerance is
highly encouraged.
After all, we are all God’s children.
St. John Colleges
Contents
Introduction
Protestant Reformation Catholic Counter Reformation
Types of Education
Curriculum
Organization
Focus of Education
Implication to Modern Education
St. John Colleges

October 31, 1517
-a grant by the Pope of

remission of the temporal
punishment in purgatory
still due for sins after
absolution.
Introduction
The way our education is
structured today reflects
influences from the religious
formation which occurred as
early as the 16th century as
marked by the Protestant
Reformation which was
initiated by Martin Luther
St. John Colleges
Introduction
Exclusivity in education
was one of the
impediments that were
removed by the
succeeding reformations.
St. John Colleges
First Lutheran Church
St. James, MN
Protestant Reformation: A Revolt
Political Economic
Protestant
Reformation
Doctrinal Institutional
St. John Colleges

Types of Education
 Religious, Moral and Character

Education
 Literacy Education
 Work or Vocational Education
 Music and Physical Education
 Professional Education
 Universal, Compulsory and Free
St. John Colleges

Curriculum
Vocational
Professional
St. John Colleges

Organization
1. Elementary
Schools
(Vernacular)
2. Secondary
Schools and
Universities
(Classical)
St. John Colleges
1. Ciceronianism
2. Memorization
3. Rules of Grammar
4. Pleasant Classroom Work
5. Excessive Formalism
6. Religious Indoctrination
7. Humanistic Elements
St. John Colleges
Contribution to Modern Education
Class-a-Year
Saxony
Plan
Vernacular
Protestant
Reformation
St. John Colleges

Wittenburg Geneva Zeurich

Heidelberg
Siliman University, Philippines

Oxford Cambridge Edinburgh
St. John Colleges

Catholic Counter
Reformation
by: Jeremy Cabillo
St. John Colleges

Catholic Counter Reformation:
-eliminated the abuses objected to

-clarified the controversial doctrines
St. John Colleges
Types of Education
Teaching Orders:
Society of Jesus (Jesuits), 1534
by Ignatius of Loyola
Brethren of Christian Schools, 1684
by Jean Baptiste de La Salle
Jansenists, 1585 by Bishop Cornelius Jansen
Order of Ursulines, 1535
Sisters of Notre Dame, 1598
Sisters of St. Joseph, 1654
St. John Colleges
Types of Education
 Religious, Moral and Character

Education
 Professional Education
 Teacher Training
 Vocational and Domestic Training
 Physical Education
 Ministry Education
St. John Colleges

Curriculum
Studia Inferiora Studia Superiora
Elementary (Secondary School) (University)
Reading Latin Philosophy
Writing Religion Aristotelian Logic
Classics
Arithmetic Theology
(translated into Latin)
Religion History Law
Geography Medicine
Sciences
Mathematics
St. John Colleges

Curriculum
Convent
Jansenists (Schools for Girls)
Vernacular Vernacular
Classics Writing
(translated into French)
Latin Arithmetic
Mathematics Grammar
Logic Domestic Law
History
Music
Art
Embroidery
St. John Colleges

Organization
Christian Brothers:
• Industrial School
• Commercial
Schools
• Reform Schools
St. John Colleges

Focus
Religious and Moral
Elegant Expression
Physical and Mental
and Rational
Inquiry
Good Citizenship Good Manners, Social Virtue

and Public Service
St. John Colleges

Jesuits Christian Brothers Jansenists
General Method Grading Pupils Phonetic Method
Prelection Class Recitation Memorizing with
Understanding
Repetition Motivation
Competition for Discipline
Motivation
Discipline
St. John Colleges

 La Salle’s conception of the role of the teacher as a real

profession
 The Jesuits’ well-knit hierarchical structural organization
of a school system
 The Jesuits’ better type of professional training
especially in teacher education
 The Christian Brothers’ grouping of pupils according to
ability
 Phonetic method of teaching reading
St. John Colleges

 La Salle’s conception of the role of the teacher as a real

profession
 The Jesuits’ well-knit hierarchical structural organization
of a school system
 The Jesuits’ better type of professional training
especially in teacher education
 The Christian Brothers’ grouping of pupils according to
ability
 Phonetic method of teaching reading
St. John Colleges

References

Bookstore, Inc.
St. John Colleges

The End
Questions?
Realism “Philosophy
of Education”
by: Rummel Manaog
Trace Colleges
Realism “Philosophy of Education”
What is Realism
• Real (adj) is actually existing as a thing or occuring in fact; not
imagined or supposed.
• -ism (noun suffix) means a process or theory.
Dictionary
Realism is the doctrine that universals have a real objective
existence.
It represents the theory that particular things exist independently of
our perception.
Trace Colleges
Books:
• It is an attitude of mind, a mode of thinking and an attempt to explain
the nature of things (Dhiman, 2008).
Realists:
• Reality exists independent of the human mind. World of physical
objects ultimate reality.
Originator(s):
 Aristotle
Focus :
 Body
Trace Colleges
Proponents
Aristotle Bertrand Russell
Iramus Ratke
Rebellias Comenius
Milton Montaigne Whiteheads
John Locke Munshi Prem Chand
Muleaster
Bacon
Trace Colleges
• Aristotle (384-322 BC)
 Father of realism
“ A tree can exist without

matter, but no matter can
exist without form.”
Trace Colleges
Famous Philosophers
• Modern Realism
Francis Bacon John Locke

(1561 - 1626) (1632 - 1704)
Trace Colleges
• Contemporary Realism
Alfred Whitehead (1861-1947) Bertrand Russell (1872 - 1970)
Hilary Putnam (1926) John R. Searle (1932)

Trace Colleges
Forms of Realism
1. Verbal Realism
2. Social Realism
3. Sense Realism
Trace Colleges
Verbal Realism
• Verbal realists believed that the only material worth reading
was classical literature.
• Classical literature should be studied not for its beauty but for
the information and knowledge of facts of the past.
• Realists are interested in the scientific, historical and social
instruction.
Trace Colleges
Aims of Verbalism
• Complete knowledge and understanding of
environment.
• Development of values. Juan Luis Vives (1492-1540)
• Development of the whole man. Francois Rabelais (1483
- 1553)
• For actual living. John Milton (1608 -1674)
Trace Colleges
Social Realism
• Education should equip the student for a happy and

successful life as a man of the world.
• It stressed modern languanges, travel and study of
contemporary institutions ( Good, p. 446)
• The best representative of social realism was Michel
de Montaigne (1533 - 1592)
Trace Colleges
Aims of Social Realism
1. Pragmatic Utilitarian
Education was to prepare the youth for the life of a
gentleman and how to deal with the affairs of life.
2. Decision Making
To train the aristocratic youth to make wise and practical
judgement, proper decisions and right choices.
3. Social Realtions
Have the right relationship with the fellowmen to achieve
joyful living with them.
Trace Colleges
Sense Realism
• Sense realism was the belief that true reality
lies in concepts, forces, and laws of nature.
• The realistic movement was the outgrowth of
the scientific discoveries of the sixteenth and
seventeenth centuries.
• Copernicus' heliocentric theory
• Newton's discovery of the law of gravitation
• Harvey's theory of the circulation of the blood.
Trace Colleges
Aims of Sense Realism
• To develop the child's natural tendencies and activites in
accordance with natural laws. (Mulcaster).
• To increase the scientific knowledge of man about all things
in his environment so that he will have dominance over all
things for the benefit of man. (Bacon)
• To attain eternal happiness with God and to prepare for the
activities of life through the utilization of a wealth of
knowledge. (Comenius)
• To develop a scientific method of teaching and learning
according to natural laws.
Trace Colleges
Curriculum
• Realistic curriculum is developed according to utility and
needs.
• Subjects concerning day to day activities are included.
• Main subjects are Science and Biology, Physical Education,
Health Studies, Math, Geography, Astronomy, History, etc.
• Curriculum should be scientifically approached, standardized
and distinct discipline based.
• Character is developed through training in the rules of
conduct.
Trace Colleges
Methods of Teaching
• Realists emphasize scientific and object method of
teaching.
• Realists emphasize self-experience and research
experimental method and correlation method.
• Teaching methods focus on mastery of facts and basic
skills through demonstration and recitation.
Trace Colleges
Quote
“ Knowing one's self is the beginning
of all wisdom.”
Aristotle
Trace Colleges
References

Bookstore, Inc.
Trace Colleges
The End
Questions?
Formal Discipline
by: Rona D. Samson
Laguna University
Formal Discipline
FORMAL DISCIPLINE
• The theory that the mind has a number distinct and

general power of faculties, such as observation,
memory, and will power, which should be
strengthened by exercise
Laguna University
Formal Discipline
• John Locke • Postulated that everything in the mind came
from experience, which in turn was based on
the perception of the senses.
• He believed that the development came only
through formation of habits through discipline.
• In some thought concerning education,
strongly advocated the disciplinary theory of
education, believing that the mind of the child
at birth was a tabula rasa (blank tablet).
Laguna University
Formal Discipline
Aims of Formal Discipline
1. Formation of character
• In its broadest sense, this involves the
development of the whole man; physically, morally,
and mentally.
2. Good habit formation

• To form specific habits through discipline and to
develop mental capacities through exercise.
Laguna University
Formal Discipline
Three types of education according to Locke:
1. Physical education
• This was for the vigor of the body.
2. Moral education
• This was for the development of wise conduct, good
breeding, and the control of desires by reason.
3. Intellectual education
• This was to develop the mental power to acquire
knowledge, not to increase knowledge by itself.
Laguna University
Formal Discipline
• The religiously motivated elementary school.

• The humanistic secondary school.
• The humanistic college or university.
• The tutor.
Organization of grade levels
• elementary, secondary, and college.
Laguna University
Formal Discipline
Locke presented three types in learning:
1. Sense learning
• What are sensed should be retained.
2. Memorization
• Sense impression must be retained by memory.
3. Reasoning
• The fruitful result of the two stages of learning.
Laguna University
Formal Discipline
Methods of instruction
1. Desirable habits of thinking and acting.

2. Drill and exercise.
3. Locke’s three steps in learning.
4. Discipline.
Laguna University
Formal Discipline
Financing
• In vernacular education pupils were admitted free

• Fees paid in higher schools.
• Tutors were paid by parents.
Outstanding contribution to education
• Formal discipline as educational process.
Laguna University
Formal Discipline
Rationalism
• The rationalist upheld the right of each individual to

his own opinion, liberty of conscience, and freedom
of thought. They believed that man could be his own
reason improve himself and his institutions, in order
to bring about the general welfare.
Laguna University
Formal Discipline
Aims of Rationalism
1. Intellectual freedom
• individual can think freely by himself.
2. Living a life guided by reason

• To control aspects of mind guided by reason.
3. Aristocracy of intelligence
• To replace aristocracy of family, position, church, and
blood.
Laguna University
Formal Discipline
Agencies of education
1. Secondary and higher schools

2. Encyclopedia
3. Fashionable salons
Organization of grade levels

• Elementary, secondary, and college
Laguna University
Formal Discipline
Financing
• Since the recipients of this kind of education
belonged to the upper class, they paid tuition fees.
Contribution to education
• Training of creative thinking and reasoning (logic)
and the use of the inductive method in making
generalizations.
Laguna University
References

Bookstore, Inc.
Laguna University
The End
Questions?
Italian Humanism
by: Ma. Socorro Cristi P. Quiatchon
Colegio de San Juan de

Letran
What can you observe on the picture?
A painting symbolizing the liberal arts depicting individuals representing the seven areas
Of liberal arts study, all circling Plato and Socrates.
Italian Humanism
INTRODUCTION Renaissance
Humanism
Humanism/Italian
What is Humanism?
- An intellectual movement begun in
Italy during the 13th century
-The study of classical texts

to change the present way of
thinking, breaking free from the
primitive knowledge to awaken and
develop the full potential of human
learning.
Colegio de San Juan de Letran

Italian Humanism
INTRODUCTION
Francesco Petrarca
-Born in Tuscan City of Arezzo in

1304
-Philosopher, Poet
-Father of Humanism/ Father of

Renaissance

Italian Humanism
AIMS Of ITALIAN HUMANISM
Academic Freedom
Freedom to express oneself Secularism

without the boundaries of
church, guilds, lords and
monasteries
Abundant Living
Development of an individual to Individualism

be capable of living to the
fullest

Italian Humanism
AIMS Of ITALIAN HUMANISM
Liberal Education
Well balanced development of

the human individual in mind, Humanism
body and virtue to achieve a
mature personality and
excellence
Main Purpose:
uomo universale
Italian Humanism
TYPES OF EDUCATION
Literary and Aesthetic Moral and religious Training
Education
Virtue formation
Studying the Greek and Roman
antiquity
Physical Education Intellectual Training
Swimming, Fencing, riding and Nourishing the mind

other recreational activities

Italian Humanism
Liberal studies
philosophy, history, rhetoric, letters,

mathematics, poetry, music, and
astronomy
Physical Education
archery, dance, hunting & swimming

Italian Humanism
Greek and Roman Classics Hobbies & Recreational Activities
Nature Social and Moral Aspects

Italian Humanism
AGENCIES OF EDUCATION AND ORGANIZATION OF
GRADE LEVELS
Agency: Agency:
Private Tutor Lower/Elementary Schools

Girls/Women Rich Upper-Class and Bright
Poor Boys

Italian Humanism
Agency: Agency:
Secondary/Court Schools Universities
Focus Learner:
Focus Learner: Students from
Rich Upper-Class and Bright Secondary/Preparatory Schools
Poor Boys/Men
Agency: School of Vittorino da
Feltre ( secular boarding school)

Italian Humanism
• Lecture
• Writing Themes
• Development of Self-expression
• Development of interest and power thinking
• Mental and Physical Activities
• Motivational Instruction
Italian Humanism
Finance
-Students paid fees
Implication to
Modern Education
-Foundation of Modern Academic
freedom
- Inclusions of play in curriculum

Humanism North of the Alps
INTRODUCTION
-The entrance of the Renaissance into the Northern

Europe was made possible through the Hieronymians
(Brothers of Common Life)- nonmonastic order
founded in Holland in 1376

Two Characteristics of Northern Humanism
1. Piety of the brethren

(Kempis 1380- 1471)
2. Broad Literary spirit

(Desiderius Erasmus 1466-1536)

AIMS of Humanism of North of the Alps
Reform society by improving social relationships, eliminating greed, selfishness,
hypocrisy, exploitation by the church and political leaders
Develop piety ahead of learning and morally ahead of manners
Humanism Wipe out ignorance of people
Study literature to enhance religious training
Democratize education (making education accessible to all classes of

society)

Types of Education
Social Education - to Literacy education- to
improve social eliminate the ignorance of
relationships and the life of the people
the people as a whole
Religious and moral
Democratic education-
education- to develop piety
open education to both
and morality ahead of
rich and the poor
other types of learning
Literary education- to
enhance more religious
and moral development

Content to be studied
Biblical and classical literature
Church Catechism, New Testament, writings of

Jerome
Greek, Latin and Hebrew grammar, language

and writing
History, geography and science

AGENCIES OF EDUCATION AND ORGANIZATION OF
GRADE LEVELS
Lower/Elementary Schools
Secondary Schools and Universities are open only to male students

Erasmus- individualized instruction, importance of games and
exercise
Ciceronianism- imitation of Ciceros style of speaking which has
happy inspiration and intelligent disposition of his subjects
Double translation by Roger Ascham.
Educational psychology by Juan Luis Vives
Imitation and memorization
Class- a-year practice

Finance
Students paid fees
Implication to Modern
Education
Class- a-year practice
The emphasis placed on the social
purposes of education (Service
learning program)

References
Boundless. (n.d.). Boundless World History. Retrieved from
https://courses.lumenlearning.com/boundless-worldhistory/chapter/humanist-
thought/
Calderon, J.F. (1998). Foundations of education. Manila, Philippines: Rex Bookstore,
Inc.
Nakosteen, M., & Szyliowicz, J. (2018). Education In Persian, Byzantine, Early
Russian, And Islamic Civilizations. Encyclopaedia Britannica. Retrieved from
https://www.britannica.com/topic/education/Aims-and-purposes-of-Muslim-
education.
Net Industries. (n.d.). Islam - History of Islamic Education, Aims and Objectives of
Islamic Education. In StateUniveristy.Com. Retrieved from
http://education.stateuniversity.com/pages/2133/Islam.html
Pandeya, S. (2015). Education in Muslim Period (1200-1757) [Powerpoint Slides].
Retrieved from https://www.slideshare.net/sudhapathak/muslim-education

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History of Education

Group IV - The Great Ones (TGO)

Laguna State Polytechnic

Laguna State Polytechnic

A Little Town Of Bethlehem. Augustus Caesar

Laguna State Polytechnic

★ His Jewish Parents.

MARY and JOSEPH

Laguna State Polytechnic

Laguna State Polytechnic

Educational Attitudes And Practices Of Jesus

Laguna State Polytechnic

Laguna State Polytechnic

➢Aimed at the intellectual development (Socrates)-aimed at rising the

Laguna State Polytechnic

➢Ethical (moral) and social education. This is of the highest type

➢Universal and democratic education. Education is open to all

Laguna State Polytechnic

➢Salvation. It is an important aim of Jesus to save men from eternal

➢Social relations based on love. Jesus wants to reform society. He

➢The Sermon on the Mount (Beatitudes) Matt. 5.

Laguna State Polytechnic

Laguna State Polytechnic

➢There were no gradations but He encouraged the education of

Laguna State Polytechnic

Laguna State Polytechnic

Laguna State Polytechnic

Laguna State Polytechnic

Laguna State Polytechnic

➢ Christian Education refers to the rearing and bringing out of

Laguna State Polytechnic

➢ Good Self-Image: Christian religious educators worth their salt will

Laguna State Polytechnic

Laguna State Polytechnic

Laguna State Polytechnic

Laguna State Polytechnic

Laguna State Polytechnic

Laguna State Polytechnic

Christian education is about teaching and learning skills and

Laguna State Polytechnic

➢Return to God’s honor in life (of Christians, educators and

Laguna State Polytechnic

➢Transform teachers/educators –in the light of good moral and ethical

Laguna State Polytechnic

➢ Be heavenly minded, to learn all truth in the light of scriptural

Laguna State Polytechnic

➢ Good Christian Religious Education is to glorify Christ and the

➢ Look ahead to eternity and to look upon eternal values as the

Laguna State Polytechnic

➢The organization of the Christian church was started by the apostles

Laguna State Polytechnic

➢Moral Training. This was to develop the moral virtues.

➢Spiritual Training. This was to develop faith in God and in

➢Music Education. This was in connection with psalmony

Laguna State Polytechnic

➢Moral. The chief aim was the moral regeneration of the

➢Salvation. To spread the good news of salvation for

Laguna State Polytechnic

➢Moral and spiritual values

➢Requisites for baptism

➢Music in connection with Church worship

Laguna State Polytechnic

Laguna State Polytechnic