Historical Foundations of Education 001

7/24/2019 Historical Foundations of Education 001

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OBJECTIVES

At the end of the report, the students will be able to:

1. Dene the meaning of Naturalism, Nationalism, and

Developmentalism.2. Name the dierent psyhologists and their eduational theories and

how they in!uened the shools.". #dentify the two points of view of soiologial movement.

INTRODUCTION

Demorati$ation of eduation stood out among the manifold aims of

eduation during the 1%thand 2&thentury. Naturalism was one of the most

in!uential movements whih aeted eduational theories in the ne't twoenturies. (he nationalisti theory and the theory of developmentalism were

outstanding theories. (he in!uene of nationalism was felt in the e'ternal

and internal organi$ation of the eduational system while developmentalism

was felt in the internal aspets of shool.

(his topi plays a vital role for it provides useful insights and

information on the historial foundations of eduation in the 2& thentury. #t

helps us to identify the several eduators who made outstanding

ontributions to eduation and shools. (hrough this topi, we an better

understand the history of eduation and the important roles of thegovernment on eduation. (he important impliation of this topi is to

determine dierent ountries with dierent forms of government and how

these dierenes aet the eduational system.

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NATURALISM

#t is the most in!uential movement of the 1)thentury.

*tands for eduation in aordane with nature.#t means the appliation of natural laws to the eduational proess.

(o eduate aording to nature ould mean eduation in aordane

with human development.

#t is the return to the natural as opposed to all that is artiial.

JEAN JACQUES ROUSSEAU+ a well-nown naturalist, who believed that

the basi tenet of naturalism was onvition and that the natural growth of

hildren in a natural environment onstituted adeuate eduation.

Aims:

Naturalism aimed at the preservation of the natural goodness and virtue of

the individual and the formation of a soiety based upon the reognition of

the natural individual rights./ousseau too- the view that man, as he ame

from nature, was good but he beame evil through ontat with soiety. #n

developing the theory of learning, /ousseau emphasi$ed the neessity for

the hild to be free to develop aording to his own natural impulses. All

restritions and disipline should be done away with so that the hild ould

grow and en0oy the things that interested him. /ousseaus eduational aim

was to free man from the artiialities and restraints of human soiety.

Types:

nder naturalism training should not be for a denite voation and a denite

soial position or lass. A pupil had to be made adaptable to hanging times.

#t stood for a demorati and universal type of eduation. /ousseau said that

eduation was a basi natural right and, therefore, everyone should be

eduated in the same way. Naturalism emphasi$ed physial eduation and

health training.

(he hild should have:

3reedom to grow without being onned or uddled but must be

allowed the outmost freedom of limb and voie. 4lothing should be loose and the hild should be e'posed to a

reasonable amount of old, heat and danger.

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A hild should be allowed to run, 0ump, limb and swim in the open

ountry

/ousseau advoated moral training through natural punishment whih meant

that learning ame as a result of the natural onseuene of ones ats.

#ntelletual eduation was the development of sense disrimination, freee'pression and auisition of -nowledge through natural uriosity, /eligious

eduation should be postponed until the hild ould understand what was

bad through nature and not through rituals and dogmas.

Content

(he urriulum onsisted of ativities and interests manifested by the hild in

the proess of growing up. 5duation was to be the natural unfolding of the

hilds potential to meet is natural needs. #nstead of boo-s and the

traditional "/s /ousseau favored the informal e'erises of the senses, themusles, and the tongue.

Agencies and Organization

Naturalism emphasi$ed the duty of parents in the eduation of a hild by

proteting him from artiial soiety. 6arents should help develop the hilds

inherent ualities. 5duation should follow the natural stages of development

of the hild. 5ah of these stages had its own dominant harateristis that

ould beome the dominating fator in the organi$ation of learning. Tere

!ere "o#r stages$ in"ancy% ci&dood% 'oyood and ado&escence( )rom 'irt to *+e+ the hild was involved in the growth of his body,

in motor ativities, sense pereption, and feeling. (he hild had to be

free from restraint and the body hardened by atual partiipation in

nature. (his made him reali$e what he ould do or ould not do. )rom *+e to t!e&+e% te stage o" ci&dood + /ousseau advoated

a negative, laissez fair approach, do o!hi" ad allo#

o!hi" !o $e doe%( 7is idea was let the hild develop as his inner

nature demanded. 7e was to avoid boo-s, emphasi$e games. 8et

e'periene be the only teaher. )rom t!e&+e to *"teen% te age o" reason + big hanges were

brought about, eduation by human agenies should begin. (he hilds

natural desire to learn should be developed. (he hild would then

reogni$e the usefulness of -nowledge. #n the soial stage, from fteen

to twenty, a pereption of human relations arose. *e' impulses

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appeared to be strong at this stage, and reason had to he- the

se'ual desires and hannel them to more desirable outlets.

,etods

(he main ontribution of naturalism to the eduational method was itsemphasis on ma-ing the hild the enter of the eduation proess. (he hild

in nature should determine the proesses and tehniues of teahing.

5duation should never hamper nor restrain the hilds natural apaities

and interests.

Ro#ssea# - modern princip&es o" teacing:

Te princip&e o" gro!t+ a pupil was not sub0eted to any regimen

he was allowed to grow naturally. Te princip&e o" se&" . acti+ity nothing was to be done for the pupil

if he ould do it7imself

/rincip&e o" indi+id#a&ization+ eah hild was allowed to develop

aording to his own nature e'pressed in his priniple of

individuali$ation.

NATIONALISM

(he 1%thentury saw the rapid rise of nationalism.

#t was nationalism that stimulated the development of the state

ontrolled and state supported publi shool systems that are to be

found throughout the world today.

4entral to the ideology of Nationalism was the onept of national

sovereignty. A sovereign state was ompletely independent of any

e'ternal authority. A sovereign state ould be an absolute

monarhy, a onstitutional monarhy with a parliament, or even a

republi.

nder a TOTA0ITARIANform of government, eduation aimed to

produe obedient, ontented and e9ient sub0ets, while under

DE,OCRAC1, eduation euipped iti$ens with the -nowledge

neessary for the perpetuation of a free government. (he aim of nationalism was the preservation and gloriation of the

state. (he state was usually oneived as a soiety organi$ed

primarily to protet its members from e'ternal atta- and internal

disintegration.

5duation was seen as the best ageny to assist government in this

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Nationalism reogni$ed that an e9ient national system of

eduation would promote national goals.

Aims

(he Amerian eduational system, partiularly the publi shools, aimedsimply to develop responsible iti$enship and national feeling. (he ordinary

iti$en had to be made more intelligent, more loyal and more ontended; on

the spiritual side, he had to possess positive harateristis of the human

personality. (he eduated iti$en had to be onsious of his ountrys

traditions and be willing to devote himself to his ountrys needs.

Types

Nationalisti systems emphasi$ed seular and ivi instrution. (hese types

developed loyalty and patriotism. Nations reogni$ed that law abiding

morality was essential for patrioti iti$enship.

Content

Steps in te de+e&opment o" nationa&ism

4reation a ommon language.

oational training was given emphasis, espeially for the masses who

must be voationally e9ient if the nation was to survive. (eahing of history and geography.

(eahing of ivis was reuired by law.

5mphasi$ed musi as an essential part of the urriula to enable

students to partiipate in patrioti songs and marhes. #n the elementary level, the traditional sub0et matter urriulum was

on the auisition of -nowledge and s-ills using the ?pro0et method@

whih gave pupils a hane to wor- on atual pratial problems. Attention was given to eld trips, displays, assemblies, and boo-

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#n seondary eduation, beause of the inrease in population, the

one ollegepreparatory harater of the high shools beame less

dominant. #nrease in publi funds to support olleges and universities.

,etods

4urriula and organi$ation were usually legislated in the national shool

system. (he method was left to supervisors and teahers who had been

trained and retrained. *tate teahertraining institutions introdued the

atual use of /esta&ozzian and 2er'artian methods. Nationalism alled

for a system of disiplines, order and obediene sine the shool and its

students were merely supports to the national ideology.

&E'ELO(MENTALISM

#t was a hild entered theory that emphasi$ed a areful study of the

hild.

Aording to Developmentalists, eduation aimed to unfold the natural

apaities of a hild and this development was in!uened by methods

used by shools to retard or enhane this development.

SO,E O) T2E /ERSONA0ITIES T2AT /O/U0ARI3EDDEVE0O/,ENTA0IS, 4ERE:

JO)ANN )EINRIC) (ESTALO**I +-./012-3 + was a *wiss

eduator who agreed with /ousseaus idea that human beings were

naturally good but spoiled by a orrupt soiety, and that pedagogial

reform would lead to soial reform. 7e replaed memori$ation and

reitation with more ative learning. 7e ombined physial, moral,

intelletual and manual wor- in his aim to 5psyco&ogize

ed#cation6. 7e believed that the aim of eduation was the soial

regeneration of humanity. 7e established a shool of Burgdorf where

he taught hildren and eduated teahers.

Caracteristics o" /esta&ozzi7s Scoo&:

8( (he atmosphere was generally permissive.

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9( (he ontent was made up of physial e'erises, play ativities and

nature studies.-( 8earning ame through the senses.( 7e used the ob0et lesson + a speial method onsisting of three basi

sorts of learning: form, number and sound.

;( (eahing should proeed from the -nown to the un-nown now alledthe priniple of appereptionE, from the onrete to the abstrat; from

the learners immediate lesson to the distant and remote.( 4hildren should learn in a slow preise manner, understanding

thoroughly whatever was being studied.?( 7ome environment was neessary for suessful teahing.

4RIE&RIC5 4ROE6EL +-27 1823 a


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bE (he idea of perfetion meant harmony and integration of

behavior.E (he idea of benevolene meant that a person had to be

onerned with the soial welfare of others.dE (he idea of 0ustie meant that a person reoniled his individual

behavior with that of the soial group.eE (he idea of retribution indiated that reward or punishment

arued to ertain -inds of behavior.2. 7erbatian formal steps of instrution:

aE 6reparation + the teaher motivated students so that they were

mentally ready to reeive the lesson.bE 6resentation + teaher presented the new lesson.E Assoiation + new lesson was deliberately related to past lessons.dE


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Darwinian evolutionary theory. Dewey viewed eduation as a proess of

soial ativity and believed that the shool was related to the soiety

that it served.A,ON@ T2E IDEAS /RO/OUNDED B1 DE4E1 4ERE:

8( 4hildren were soially ative human beings and they wanted to

e'plore their environment and gain ontrol over it.9( 4hildren used their olletive -nowledge to solve problems both

personal and soial.-( 5duation was a proess by whih the young were introdued to

their ultural heritage. 5ah time a person solved a problem he was

ontributing individually or soially to the wealth of -nowledge.( Dewey believed in demorati eduation and shooling. Demorati

eduation meant that the learner must be free to test all ideas,

beliefs and values. As a demorati institution, the shool should be

open to all and used by all, and barriers of ustom should not

segregate people from one another.

JEAN (IA


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CONTRIBUTIONS:

8( By sienti analysis of the needs of the hild and by sienti

lassiation of pupils, eduation was tted to the needs of the

individual.

9( (o attain the ma'imum of the learners potential, suh devies asability grouping, dierential urriula, and demorati type of

eduation were used.-( (here was an intensive study of the urriulum and sienti

urriulum onstrution in order to determine sientially 0ust what

should be taught to satisfy the atual needs, both of the individual and

of soiety.

ED4ARD T2ORND0IE . another sienti eduator who aimed at

ma-ing eduation a siene who formulated these laws of learning:

a Te 0a! o" Readiness . the beginning of learning must bemotivated by the physial and psyhologial readiness of the

learner.' Te 0a! o" Eercise . the more freuently a bond is e'erised,

the stronger it beomes; the more you memori$e, the better is

the memory; the more the pratie, the better the performane.c Te 0a! o" eect . there must be some measure of progress

so that the learner an gauge his suess and thus gain a feeling

of satisfation. Applied to the lassroom, a pleasurable limate

failitates learning; rewards must be used instead of punishment;

the teaher must be sympatheti and understanding.

SOCIO0O@ICA0 ,OVE,ENT

(his leading movement in eduation is attributed to Hohn Dewey.

7e foused on the ontributions of eduation to the preservation and

progress of soiety; this he alled the soial funtion of eduation.

*oial eduationists were onerned with the individuals development

and his relationship to the soial struture.

9 /OINTS O) VIE4 O) T2E SOCIA0 I,/0ICATIONS

A( SOCIA0 TRADITIONA0IS,

AI,S

*oial traditionalism aimed at giving all pupils an insight into their

traditions, arousing interest in and sympathy toward soial servie, and

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developing e9ieny in adapting the individual to soiety. (radition is a

reord of mans aomplishments and the aumulation of human

e'periene. 5ah generation auires and transmits traditions to preserve its

ontinuity. (he shool is therefore seen as the ageny that prepares an

individual for all phases of soial life. Ine of the purposes of eduation is the

formation of ommon habits of soial life and the eduation of the hild away

from rime, drugs, unemployment, disease and other soial ills.

T1/ES

*oial eduation, in its broadest sense, overed all types of eduation

that would prepare the individual for ad0ustment to soiety. #t inludes

training in the physial, voational, ivi, domesti, moral and religious

essential in the development of soial e9ieny. 3or e'ample, physial

eduation beame important beause of the inrease in physial

defets due to industrial aidents; voational training beause of

modern manufaturing methods whih replaed the old apprentieship

system; rereational training beause of the inrease in time for

hobbies and leisure.

#n its narrowest sense, soial eduation referred to the development of

soial ommuniation s-ills, etiuette and harmonious human

relationships.

CONTENT

(he shool urriulum was supposed to teah for real soial living. Drills in arithmeti alulation, oral and written language, hygiene,

good manners and art appreiation were important.

(he high shools had to give e'periene in siene and math, language

and history, but emphasis should be on health, moral ondut, home

and leisure, and the voations.

#n ollege, wor- travel and study replaed the traditional aademi

sub0ets. (he results of soial eduation brought about e'traurriular

ativities in the shool program.

Athletis, dramatis, publi spea-ing ativities, musial ativities, and

assemblies were all soures of training for the various aspets of soial

life.

,ET2ODS

*oial ommuniation, soial ooperation and soial siene were the

methods used in teahing the hild to ad0ust to life. (he teaher wor-ed with

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the soial interest of the hild in mind to develop soial onsiousness.

*tudent partiipation in shool ativities and shool government were

eetive methods of teahing leadership and responsibility. *tudents were

taught ooperation rather than ompetition; to fae the lass rather than the

teaher; and to deal with small groups for ooperative eorts.

B( SOCIA0 EF/ERI,ENTA0IS,

AI,S(he soial e'perimentalist believed that the shool prepare for a

progressive struturing of the soial order. (he shool should diret the pupil

in learning to meet the needs of a hanging soiety, not only for immediate

needs, but also for future needs under hanging soial onditions.

T1/ES

(he training for intelligene in all phases of human ativity wasemphasi$ed by the e'perimentalists. *tudents should learn soures of fats

and realities of soial onditions and problems and learn to verify, weigh

alternatives and ta-e sides on ontroversial issues. *tudents emotions had

to be trained to intelligene for beneial soial results.

CONTENT(he soial sienes ame to the foreground among the

e'perimentalists beause of the emphasis put on the teahing of

ontroversial issues; the soial, eonomi and politial ativities of the loal

ommunity were used as materials for teahing. 5'traurriular ativitiesand eld trips were dominant strategies of teahing sine they were pupil

planned, pupildominated and entered. (heir purpose was to prepare

students for soial planning.

A@ENCIES AND OR@ANI3ATIONA free publi shool system was the only safe agent for eduation.

(here was no time in the history of eduation when aademi freedom was

stressed. (rue aademi freedom implied that the teaher be permitted to

teah the whole truth, not 0ust a fational seletion of the truth; this meant

that teahers had to have a broad ba-ground of soial information ande'perienes. Demorati shool methods should prevail over authoritarian

and ditatorial methods of teahing and administration.

,ET2ODS

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(eahers had to aept the responsibility of developing intelligent

individuals who would wor- for hange. (he methods to be used both in the

lassroom and in e'traurriular ativities was guidane. = (he 2 points of view of soiologial movement are the soial

traditionalism and soial e'perimentalism.

RE)ERENCE

*an Gateo, /osalinda A. J (ango, Gaura

Historical Foundations of Education 001

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