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With the gradual rise of more complex civilizations in Egypt and Babylonia, Writing was invented to transmit knowledge from generation to generation.
The school was invented with Scribes of the court and priests as teachers. -
- Greek city-states prepared the child for adult activities as a citizen.
- In Sparta, the goal was to produce soldier-citizens.
- In Athens, the ideal way to educate their children was in the art of peace and war.
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All Jew children were educated. They established elementary schools where boys from 6 - 13 years of age learned rudimentary mathematics, reading, writing, and the Pentateuch. After this age, they became Rabbies (Master or Teacher)
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- Germanic tribes provided virtually no formal education
- schools were operated by the clergy in parts of Western Europe. Most students were future or present members of the clergy
- Roman schools, which sought to prepare men for this life, the church schools sought to prepare men for life beyond the grave through the contemplation of God during their life on Earth.
- Students learned the rudiments of mathematics
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Fathers educated their children if the father was educated, children would learn how to read, Roman law, history, and customs. The father would train physically their children.
For the Romans, a good citizen meant an effective speaker. -
- Raising of Universities consisting of the Seven Liberal Arts, divided into two divisions.
- The preparatory trivium: grammar, rhetoric, and logic.
- The quadrivium: arithmetic, geometry, music,
and astronomy. - Most convents educated women
- Chivalric education. young men received were educated in some poetry, national history, heraldry, manners and
customs, physical training, dancing, a little music, and battle skills.
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The humanists' "liberal education" was not much different from that of medieval education. To the seven liberal arts, the humanists added history and physical games and
exercises.
They also gradually purged astronomy of many of the distortions of astrology. -
The Protestants emphasized the need for universal education and established elementary vernacular schools in Germany where the children of the poor could learn reading, writing, and
religion.
. The study of Latin was removed for students because Latin had ceased to be the language of commerce or the exclusive language of religion. -
- Most poor children learned through apprenticeship and had no formal schooling at all.
- Those who did go to elementary school were taught reading, writing, arithmetic, and religion.
- Like most of the colleges in Europe, its curriculum was humanist.
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Jean - Jacques Rousseau
The child develops--intellectually, physically, and emotionally much like a plant. He believed that the aim of education should be the natural development of the learner.
-There was little for the teacher to do except stand aside and watch.
- Creation of schools that would provide a controlled environment in which natural growth could take place and at the same time be guided by society in the person of the teacher. -
- Teaching methods of Herbart create individuals who were part of the sociopolitical community.
- Methods developed by Pestalozzi: The goal of education should be the natural development of the individual and that educators should focus on the development of the child.
- Friedrich Wilhelm Froebel created the Kindergarten
- Methods Developed by Montessori: Value of self-activity, sense training through the handling of physical objects, and the importance of the child's growth as an individual.
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- First public normal (teacher-training) schools in the United States.
- As early as 1821 the Boston School Committee established the English Classical School (later the English High School),
- The original purpose of the American high school was to allow all children to extend and enrich their common-school education.
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1834 - 1898 Conception of an historiographic historisist and positivist.
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1898 - 1936
Considerably expansion of production aside from the process of institutionalization of History of Pedagogy as an academic superior discipline. -
After the Spanish Civil war, this third stage begins for Pedagogic Historiography and extends until the first year of the '70s.
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1970 - 1975 Important changes at Educational historiography:
- Expansion of the Investigation for the growth of institutional ripeness and the renovation of subjects of study and the working methods.
