Historical Foundations of Education 001
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Historical Foundations of Education lecture...
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OBJECTIVES At the end of the report, the students will be able to: 1. Dene the the meaning meaning of Naturali Naturalism, sm, Nationali Nationalism, sm, and Developmentalism. 2. Name the dieren dierentt psyhologist psyhologists s and their eduational eduational theories theories and how they in!uened the shools. ". #dentify #dentify the two two points of view view of soiologi soiologial al movement movement..
INTRODUCTION Demorati$ation of eduation stood out among the manifold aims of eduation during the 1%th and 2&th entury. Naturalism was one of the most in!uential movements whih aeted eduational theories in the ne't two enturies. (he nationalisti theory and the theory of developmentalism were outstanding theories. (he in!uene of nationalism was felt in the e'ternal and internal organi$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& th entury. #t help helps s us to ident dentif ify y the seve severral edu eduat ato ors who made ade outs outsta tand ndiing ontributions to eduation and shools. (hrough this topi, we an better unde unders rsta tand nd the the hist histor ory y of edu eduat atio ion n and and the the impo import rtan antt roles oles of the the gove goverrnmen nmentt on edu eduati ation on.. (he (he impor importa tant nt impl impli iat atio ion n of this this topi 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) th entury. *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, free e'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, the musles, 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$e the usefulness of -nowledge. #n the soial stage, from fteen to twenty, a pereption of human relations arose. *e' impulses
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appeared to be strong at this stage, and reason had to he- the se'ual desires and hannel them to more desirable outlets.
,etods (he main ontribution of naturalism to the eduational method was its emphasis on ma-ing the hild the enter of the eduation proess. (he hild in nature should determine the proesses and tehniues of teahing. 5duation should never hamper nor restrain the hilds natural apaities and interests.
Ro#ssea# - modern princip&es o" teacing:
Te princip&e o" gro!t + a pupil was not sub0eted to any regimen he was allowed to grow naturally. Te princip&e o" se&" . acti+ity nothing was to be done for the pupil if he ould do it 7imself /rincip&e o" indi+id#a&ization + eah hild was allowed to develop aording to his own nature e'pressed in his priniple of individuali$ation.
NATIONALISM (he 1%th entury 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 TOTA0ITARIAN form 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 funtion. • •
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Nationalism reogni$ed that an e9ient eduation would promote national goals.
national system of
Aims (he Amerian eduational system, partiularly the publi shools, aimed simply to develop responsible iti$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 booreports.
#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$ation were usually legislated in the national shool system. (he method was left to supervisors and teahers who had been trained and retrained. *tate teahertraining institutions introdued the atual use of /esta&ozzian and 2er'artian methods. Nationalism alled for a system of disiplines, order and obediene sine the shool and its students were merely supports to the national ideology.
&E'ELO(MENTALISM
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#t was a hild entered theory that emphasi$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/U0ARI3ED DEVE0O/,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 alled the 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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