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Historical foundations of education

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selinynielsen

This document provides a historical overview of education from pre-literate societies in 7000 BC to the 20th century. It discusses the educational goals, students, instructional methods, curriculum, and influences of different time periods and societies including: pre-literate societies, ancient China, India, Egypt, Greece, Rome, Arabic empires, medieval Europe, the Renaissance, Reformation, and the rise of modern education in Europe and America in the 18th-20th centuries. It also profiles important educational theorists and philosophers from Confucius to John Dewey and their views on human nature and educational philosophy.

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HISTORICAL FOUNDATIONS OF EDUCATION By Dr. Selin Nielsen
7000 BC – 5000 BC • Pre-literate societies (before writing) • Educational Goals: To teach survival skills, teach group harmony • Students: Children • Instructional Methods: Informal, children imitate adults • Curriculum: Practice hunting, fishing, songs, poems, dances. • Agents: Parents, tribal elders, religious leaders • Influence on education: Informal, transmission of skills
China 3000 bc – 1900 ad • China • Educational Goals: Prepare elites to govern the empire according to Confucian principles • Students: Males of upper class • Instructional Methods: Memorization and recitation • Curriculum: Confucian classics • Agents: Government officials • Influence on education: Written examinations for civil service
INDIA 3000 BC to present • India • Educational Goals: To learn behavior and rituals based on Vedas • Students: Males of upper castes • Instructional Methods: Memorizing and interpreting sacred texts • Curriculum: Vedas and religious texts • Agents: Brahmin priest scholars • Influence on education: Cultural transmission and assimilation, spiritual detachment
Egypt 3000 bc – 300bc • Egypt • Educational Goals: To prepare priests according to scribe for the empire • Students: Males of upper class • Instructional Methods: Memorization and copying texts • Curriculum: Religious or technical texts • Agents: Priests and scribes • Influence on education: Restriction on educational controls to priest elites
Greek 1600 bc – 300 bc • Greece • Educational Goals: To cultivate civic responsibility • Students: Male children ages 7-20 • Instructional Methods: Memorization and recitation in primary schools, lecture, discussion and dialog in higher schools • Curriculum: Athens: reading, writing, arithmetic, drama, poetry, music. Sparta: Drill, military songs and tactics • Agents: Athens: private teachers, philosophers. Sparta: Military teachers • Influence on education: Athens: well rounded, liberally educated person. Sparta: Concept of military state.
Roman 750 bc – 450 ad • Roman • Educational Goals: Develop civic responsibility for the empire, administrative and military skills • Students: Male children ages 7-20 • Instructional Methods: Memorization and recitation in ludus; declamation in rhetorical schools • Curriculum: reading, writing, arithmetic, law, philosophy • Agents: Private schools and teachers, schools of rhetoric • Influence on education: practical administrative skills, relate education to civic responsibility
Arabic 700 ad – 1350 ad • Arabic • Educational Goals: Cultivate religious commitment to Islamic beliefs; expertise in mathematics, medicine and science • Students: Male children of upper class ages 7-20 • Instructional Methods: Memorization and recitation in primary schools, imitation and discussion in higher schools • Curriculum: Reading, writing, arithmetic, religious literature, scientific studies • Agents: Mosques, court schools • Influence on education: Arabic numerals and computation, medicine and science materials
Medieval 500 ad – 1400 ad • Medieval • Educational Goals: Develop religious commitment, knowledge, and ritual; establish social order, prepare for appropriate roles • Students: Male children of upper class, girls and women entering religious community ages 7-20 • Instructional Methods: Memorization and recitation in lower schools, text analysis discussion in higher schools and universities • Curriculum: Athens: reading, writing, arithmetic, philosophy, theology, military and chivalry • Agents: Parish, chantry, cathedral schools, universities, knighthood • Influence on education: structure and organization of the university, institutionalization of knowledge
Renaissance 1350 ad - 1500 • Renaissance • Educational Goals: Cultivate humanist expert in Greek and Latin classics; prepare people to serve dynastic leaders • Students: Male children of aristocracy and upper class, ages 7-20 • Instructional Methods: Memorization and translation and analysis of Greek and Roman classics. classical literature, poetry and art. • Curriculum: Latin and Greek classical literature, poetry and art. • Agents: Classical humanist educators and schools like lycee, gymnasium and Latin school • Influence on education: Emphasis on literary knowledge, excellence and style in classical literature, two track system of schools
Reformation 1500 ad – 1600 ad • Reformation • Educational Goals: Cultivate a commitment to a particular religious denomination, and general literacy • Students: Boys and girls ages 7-12 in vernacular schools, young men of upper class in humanist schools • Instructional Methods: Memorization drill, indoctrination, catechetical instruction in vernacular schools, translation and analysis of classical literature in humanist schools • Curriculum: Reading, writing, arithmetic, catechism, religious concepts and rituals. Latin and Greek theology • Agents: Vernacular elementary school for general public, classical schools for upper class • Influence on education: Commitment to universal education to provide literacy for everyone; origins of school systems, dual track school system based on socio economic class and career goals
Important educational theorists  CONFUCIUS  Philosophy:  Developed ethical system based on hierarchy.: human relations and roles, emphasized order and stability  View of Human nature  Human beings need the order of a stable society. People accept duties that come with their station in life  SOCRATES  Philosophy  Philosophical idealism, political conservatism  View of human nature: Humans define themselves by self- examination
Important educational theorists  PLATO  Philosophy  Philosophical idealist, social conservative, added intuition  View of human nature:  Humans can be classified on intellectual capabilities  ARISTOTLE  Philosophy  Realist, views society based on realism and observation  View of human nature:  Humans have the power of rationality to guide their conduct
Important educational theorists  QUINTILIAN  Philosophy:  Rhetorician, oratory for personal gain and public service. Play’s role in child development  View of human nature:  Only certain people have capacity for leadership based on their oratory skills  AQUINAS  Philosophy:  Christian theology and Aristotelian philosophy  View of human nature  Humans have a soul and body
Important educational theorists  ERASMUS  Philosophy:  Christian orientation, educator as a social and intellectual critic  View of human nature  Humans are capable of great achievements and also profound stupidity  LUTHER  Philosophy:  Reformed theology by stressing faith and individual conscience  View of human nature  Human nature is corrupt, weak, self-centered, and in a state of rebellion from God
ANCIENT TURKS • “Alp” concept was widespread. • Alp Human being: • Defined as warrior, wise, extroverted, nomad, gaining knowledge from ancestors and old wise people. • Oldest Turkish written texts go back to a period before Islam • In ancient Turks (before Islam) there is no gender difference in educating youngsters • When Western Education is being influenced by Christianity, the Eastern education was being influenced by Islam. • The “God” and theology concepts encapsulated education • In this period, an “absolute truth” concept gained importance and taught to people in a dogmatic way
Ancient turks • Turks accepted Islam in 10. Century • Medreses opened in Semerkant, Buhara, Taskent, Kasgar • Education was organized and structured in these schools • Subjects: • Religion and social studies were taught • Agents: • Farabi, Ibn-I Sina, Biruni were some examples that were raised in these institutions • They synthesized philosophies from Turk-Islam traditions, Ancient Greek and Rome philosophers as well • This period lasted for • Gokturks, Uygurs, Karahanlis, Selcuks, and Ottomans
Eastern philosophers • FARABI (870 – 950) • Philosophy: • Base for human nature is knowledge. Human mind can distinguish right from wrong through wisdom. • View of human nature • The ultimate knowledge is innate • Educational philosophy • Distinguished teaching from education • Teaching: Reveal scientific knowledge and art • Education: Create theoretical virtues in society • Education must be easy to hard, simple to complex near to far
Eastern philosophers • IBN-I SINA (980 – 1037) • Philosophy: • Moral virtues are as important as knowledge itself • View of human nature • Children are innocent and clean from the start, should be taught moral virtues from birth • Educational philosophy • Children should be taught without pressure. • Children should be taught from ages 6-14 • Agents: • Should be religious, honest, wise person that can recognize children’s abilities
Eastern philosophers • BIRUNI (973 – 1051) • Philosophy: • In order to love each other humans should learn and respect each others language, religion, traditions and thinking • View of human nature • Humanist perspective • Educational philosophy • He was expert in astronomy, physics, botanic, pharmacology, geography • Biruni believed scientific work should be cleaned of magic, superstition and anything that opposes logic.
Selcuks period • Medreses should have a certain period of education • Memorization as well as discussions were methods used to teach • Both religious and vocational oriented education • Moral virtues were especially emphasized and taught as well as skills • Children were taught Islamic educational virtues: Cleanliness, generosity, good will, and humility. • Famous names in this period include Mevlana Celaladdin Rumi, Yunus Emre, Asik Pasa ve Haci Bektasi Veli • Poetry was an important part of education and God and human love issues were the main subjects
Ottoman period • Medreses were important educational institutions and were developed further in Ottoman period. • Rich people as well as government built medreses everywhere • The structure was primary, middle and high school • They were free and boarding schools • Only sunni muslim males were accepted in medreses, no girls were allowed • The teachers were called “muderris” • Religious, philosophical subjects as well as literature, science, math and languages were taught • Education was considered as a religious and moral duty
Structure of ottoman education • 15. Century • Ottoman schools were divided into 2: Mektep and Medrese • Mektep: To train people to serve the palace, government and military people • These schools were everywhere and trained workers for the empire • These are schools funded by foundations, the administration was not central • Fatih opened “Enderun” Palace school which included talented children of non-muslim families • The language for education was Arabic, but Turkish and Persian were also taught
industrialization • In England and al over Europe after the French revolution, there is an expansion of technology such as machinery that works with petrol and steam • Education was influenced by these changes • Factory workers came about • In this period, systems such as Socialism, Communism, Liberalism and Capitalism started gaining popularity • The free thinking brought by the French revolution combined with industrial revolution caused education to take shape in this direction • Education was needed by large masses • New philosophies came about: Materialism, Socialism, Positivism etc.
Theorists of this period • Pestalozzi (1746-1827) • Social Education: Learning through experimentation, education is for everyone • Herbart (1776-1841) • Educate, manage and discipline. The purpose of education is to serve individual. Attention to the individual. • Frobel (1782-1852) • Pre-school education, emphasized that children should be educated from 3-4 years. Founded “kindergarten” • Tolstoy (1828-1910) • Education for freedom. Suggested master apprentice relation for teacher-student. He was extremely against physical punishment and memorizing
Theorists of this period • Marx and Engels (1818-1883, 1829-1895) • Socialist education • Education combined with material production • Cognitive and politechnical education • Comte and Mill (1796-1857, 1806-1873) • Pozitivist education • Religious era has ended, scientific era has started • Math, astronomy, physics, chemistry, biology, and sociology sciences developed hierarchically
Theorists of this period • H. Spencer (1820-1903) • Pragmatic and positivist education • Pragmatic and utilitarian evolution • Cognitive, moral and physical education as a whole • F. Hegel (1770-1831) • State Education: Education must be relevant to culture • State can cultivate they type of person • Nietzche (1788-1860) • Irrational Education: Industrial revolution made people mechanical. People must develop their special abilities • Evil and virtue is innate, what we learn is limited • Instead of institutionalizing, cultural education
Theorists of this period • J. Dewey (1859-1952) • Education for employment and life • Education is life it is not preparation for life • Education teaches a child to think through action • Teacher must be a guide to students not a dictator • M. Montessori (1750-1952) • Sensory education • Used mostly in early education • Learning through self discovery and interest • Uninterrupted play/work time, loosely structured classrooms
Ottoman education in 18th c. • Between 1779-1839 a reform period in education • First in military education, military schools opened • In 1824 II. Mahmut made primary education mandatory • Later middle and high schools and higher education was formed (Rustiye mekteplerie , Idadi, Sultani and Darulfunun) • 1856 Islahat Fermani • Primary education is mandatory • Rustiye must exist in places with 500 houses • Idadiye must exist in places with 100 houses • Sultanis must exist in cities • Darulfunun (university) must exist in Istanbul • Male teacher and female teacher schools will open • Money will be collected from public for education • Education will be centralised
Ottoman education in 18th c. • Kanun-I Esasi • Mandated that education is for everyone • There will be no interference on religious education • Education is free for public • II. Abdulhamit period • After losing Russian war, education gained importance • Vocational and art schools increased • Increased freedom in press • Higher education for girls and girls started working in government offices • Pre-school education and professional education
20. Century education in europe and america • Education in the fields of psychology and sociology increased • Education started using the data from these fields • Education started being considered as a field  F. Bobbitt  First time used education as an independent field  In 1920s in America individual education was emphasized, in the east socialist education was popular (Marx influence)  In 1930s and 40s in America universities took over research activities  In 1950s Skinner with his experiments in education published education findings
20. Century education in europe • In 1960 and 1970 the theories of educational research peaked and the discussion “is education applied or theoretical science” formed • 1957 is the birth of modern education • SPUTNIK!!! • Especially in math and science United States and Europe and Russia entered a competition period • Several projects formed to develop these fields • In 1970 Bloom’s Taxonomy came out as a reference for learning for everyone • Since 1980s constructivist, multiple intelligence, brain based learning nd life based humanist learning gained importance. • Education involves not only schools but throughout life LLL
20th century education in turkey • Latin Alphabet • 1928 Latin alphabet accepted • 1928-1942 Literacy increased rapidly • John Dewey came to Turkey and made recommendations based on Turkish people’s culture, needs and characteristics • Famous people formed Turkish Education • Mustafa Kemal Ataturk • Atuf Kansu • Hasan Ali Yucel • M. Emin Soysal • Rasit Oymen and others
Latest developments • Teacher education • 1997 Educational faculties • Education in post graduate education • Constructivist approach • Multiple intelligences • Capital punishment banned at schools • 2005 high schools became 4 years • 12 years mandatory education • Education starts at 66 months
End of hıstory…for now • THANK YOU FOR YOUR ATTENTION!

More Related Content

Historical foundations of education

  • 1. HISTORICAL FOUNDATIONS OF EDUCATION By Dr. Selin Nielsen
  • 2. 7000 BC – 5000 BC • Pre-literate societies (before writing) • Educational Goals: To teach survival skills, teach group harmony • Students: Children • Instructional Methods: Informal, children imitate adults • Curriculum: Practice hunting, fishing, songs, poems, dances. • Agents: Parents, tribal elders, religious leaders • Influence on education: Informal, transmission of skills
  • 3. China 3000 bc – 1900 ad • China • Educational Goals: Prepare elites to govern the empire according to Confucian principles • Students: Males of upper class • Instructional Methods: Memorization and recitation • Curriculum: Confucian classics • Agents: Government officials • Influence on education: Written examinations for civil service
  • 4. INDIA 3000 BC to present • India • Educational Goals: To learn behavior and rituals based on Vedas • Students: Males of upper castes • Instructional Methods: Memorizing and interpreting sacred texts • Curriculum: Vedas and religious texts • Agents: Brahmin priest scholars • Influence on education: Cultural transmission and assimilation, spiritual detachment
  • 5. Egypt 3000 bc – 300bc • Egypt • Educational Goals: To prepare priests according to scribe for the empire • Students: Males of upper class • Instructional Methods: Memorization and copying texts • Curriculum: Religious or technical texts • Agents: Priests and scribes • Influence on education: Restriction on educational controls to priest elites
  • 6. Greek 1600 bc – 300 bc • Greece • Educational Goals: To cultivate civic responsibility • Students: Male children ages 7-20 • Instructional Methods: Memorization and recitation in primary schools, lecture, discussion and dialog in higher schools • Curriculum: Athens: reading, writing, arithmetic, drama, poetry, music. Sparta: Drill, military songs and tactics • Agents: Athens: private teachers, philosophers. Sparta: Military teachers • Influence on education: Athens: well rounded, liberally educated person. Sparta: Concept of military state.
  • 7. Roman 750 bc – 450 ad • Roman • Educational Goals: Develop civic responsibility for the empire, administrative and military skills • Students: Male children ages 7-20 • Instructional Methods: Memorization and recitation in ludus; declamation in rhetorical schools • Curriculum: reading, writing, arithmetic, law, philosophy • Agents: Private schools and teachers, schools of rhetoric • Influence on education: practical administrative skills, relate education to civic responsibility
  • 8. Arabic 700 ad – 1350 ad • Arabic • Educational Goals: Cultivate religious commitment to Islamic beliefs; expertise in mathematics, medicine and science • Students: Male children of upper class ages 7-20 • Instructional Methods: Memorization and recitation in primary schools, imitation and discussion in higher schools • Curriculum: Reading, writing, arithmetic, religious literature, scientific studies • Agents: Mosques, court schools • Influence on education: Arabic numerals and computation, medicine and science materials
  • 9. Medieval 500 ad – 1400 ad • Medieval • Educational Goals: Develop religious commitment, knowledge, and ritual; establish social order, prepare for appropriate roles • Students: Male children of upper class, girls and women entering religious community ages 7-20 • Instructional Methods: Memorization and recitation in lower schools, text analysis discussion in higher schools and universities • Curriculum: Athens: reading, writing, arithmetic, philosophy, theology, military and chivalry • Agents: Parish, chantry, cathedral schools, universities, knighthood • Influence on education: structure and organization of the university, institutionalization of knowledge
  • 10. Renaissance 1350 ad - 1500 • Renaissance • Educational Goals: Cultivate humanist expert in Greek and Latin classics; prepare people to serve dynastic leaders • Students: Male children of aristocracy and upper class, ages 7-20 • Instructional Methods: Memorization and translation and analysis of Greek and Roman classics. classical literature, poetry and art. • Curriculum: Latin and Greek classical literature, poetry and art. • Agents: Classical humanist educators and schools like lycee, gymnasium and Latin school • Influence on education: Emphasis on literary knowledge, excellence and style in classical literature, two track system of schools
  • 11. Reformation 1500 ad – 1600 ad • Reformation • Educational Goals: Cultivate a commitment to a particular religious denomination, and general literacy • Students: Boys and girls ages 7-12 in vernacular schools, young men of upper class in humanist schools • Instructional Methods: Memorization drill, indoctrination, catechetical instruction in vernacular schools, translation and analysis of classical literature in humanist schools • Curriculum: Reading, writing, arithmetic, catechism, religious concepts and rituals. Latin and Greek theology • Agents: Vernacular elementary school for general public, classical schools for upper class • Influence on education: Commitment to universal education to provide literacy for everyone; origins of school systems, dual track school system based on socio economic class and career goals
  • 12. Important educational theorists  CONFUCIUS  Philosophy:  Developed ethical system based on hierarchy.: human relations and roles, emphasized order and stability  View of Human nature  Human beings need the order of a stable society. People accept duties that come with their station in life  SOCRATES  Philosophy  Philosophical idealism, political conservatism  View of human nature: Humans define themselves by self- examination
  • 13. Important educational theorists  PLATO  Philosophy  Philosophical idealist, social conservative, added intuition  View of human nature:  Humans can be classified on intellectual capabilities  ARISTOTLE  Philosophy  Realist, views society based on realism and observation  View of human nature:  Humans have the power of rationality to guide their conduct
  • 14. Important educational theorists  QUINTILIAN  Philosophy:  Rhetorician, oratory for personal gain and public service. Play’s role in child development  View of human nature:  Only certain people have capacity for leadership based on their oratory skills  AQUINAS  Philosophy:  Christian theology and Aristotelian philosophy  View of human nature  Humans have a soul and body
  • 15. Important educational theorists  ERASMUS  Philosophy:  Christian orientation, educator as a social and intellectual critic  View of human nature  Humans are capable of great achievements and also profound stupidity  LUTHER  Philosophy:  Reformed theology by stressing faith and individual conscience  View of human nature  Human nature is corrupt, weak, self-centered, and in a state of rebellion from God
  • 16. ANCIENT TURKS • “Alp” concept was widespread. • Alp Human being: • Defined as warrior, wise, extroverted, nomad, gaining knowledge from ancestors and old wise people. • Oldest Turkish written texts go back to a period before Islam • In ancient Turks (before Islam) there is no gender difference in educating youngsters • When Western Education is being influenced by Christianity, the Eastern education was being influenced by Islam. • The “God” and theology concepts encapsulated education • In this period, an “absolute truth” concept gained importance and taught to people in a dogmatic way
  • 17. Ancient turks • Turks accepted Islam in 10. Century • Medreses opened in Semerkant, Buhara, Taskent, Kasgar • Education was organized and structured in these schools • Subjects: • Religion and social studies were taught • Agents: • Farabi, Ibn-I Sina, Biruni were some examples that were raised in these institutions • They synthesized philosophies from Turk-Islam traditions, Ancient Greek and Rome philosophers as well • This period lasted for • Gokturks, Uygurs, Karahanlis, Selcuks, and Ottomans
  • 18. Eastern philosophers • FARABI (870 – 950) • Philosophy: • Base for human nature is knowledge. Human mind can distinguish right from wrong through wisdom. • View of human nature • The ultimate knowledge is innate • Educational philosophy • Distinguished teaching from education • Teaching: Reveal scientific knowledge and art • Education: Create theoretical virtues in society • Education must be easy to hard, simple to complex near to far
  • 19. Eastern philosophers • IBN-I SINA (980 – 1037) • Philosophy: • Moral virtues are as important as knowledge itself • View of human nature • Children are innocent and clean from the start, should be taught moral virtues from birth • Educational philosophy • Children should be taught without pressure. • Children should be taught from ages 6-14 • Agents: • Should be religious, honest, wise person that can recognize children’s abilities
  • 20. Eastern philosophers • BIRUNI (973 – 1051) • Philosophy: • In order to love each other humans should learn and respect each others language, religion, traditions and thinking • View of human nature • Humanist perspective • Educational philosophy • He was expert in astronomy, physics, botanic, pharmacology, geography • Biruni believed scientific work should be cleaned of magic, superstition and anything that opposes logic.
  • 21. Selcuks period • Medreses should have a certain period of education • Memorization as well as discussions were methods used to teach • Both religious and vocational oriented education • Moral virtues were especially emphasized and taught as well as skills • Children were taught Islamic educational virtues: Cleanliness, generosity, good will, and humility. • Famous names in this period include Mevlana Celaladdin Rumi, Yunus Emre, Asik Pasa ve Haci Bektasi Veli • Poetry was an important part of education and God and human love issues were the main subjects
  • 22. Ottoman period • Medreses were important educational institutions and were developed further in Ottoman period. • Rich people as well as government built medreses everywhere • The structure was primary, middle and high school • They were free and boarding schools • Only sunni muslim males were accepted in medreses, no girls were allowed • The teachers were called “muderris” • Religious, philosophical subjects as well as literature, science, math and languages were taught • Education was considered as a religious and moral duty
  • 23. Structure of ottoman education • 15. Century • Ottoman schools were divided into 2: Mektep and Medrese • Mektep: To train people to serve the palace, government and military people • These schools were everywhere and trained workers for the empire • These are schools funded by foundations, the administration was not central • Fatih opened “Enderun” Palace school which included talented children of non-muslim families • The language for education was Arabic, but Turkish and Persian were also taught
  • 24. industrialization • In England and al over Europe after the French revolution, there is an expansion of technology such as machinery that works with petrol and steam • Education was influenced by these changes • Factory workers came about • In this period, systems such as Socialism, Communism, Liberalism and Capitalism started gaining popularity • The free thinking brought by the French revolution combined with industrial revolution caused education to take shape in this direction • Education was needed by large masses • New philosophies came about: Materialism, Socialism, Positivism etc.
  • 25. Theorists of this period • Pestalozzi (1746-1827) • Social Education: Learning through experimentation, education is for everyone • Herbart (1776-1841) • Educate, manage and discipline. The purpose of education is to serve individual. Attention to the individual. • Frobel (1782-1852) • Pre-school education, emphasized that children should be educated from 3-4 years. Founded “kindergarten” • Tolstoy (1828-1910) • Education for freedom. Suggested master apprentice relation for teacher-student. He was extremely against physical punishment and memorizing
  • 26. Theorists of this period • Marx and Engels (1818-1883, 1829-1895) • Socialist education • Education combined with material production • Cognitive and politechnical education • Comte and Mill (1796-1857, 1806-1873) • Pozitivist education • Religious era has ended, scientific era has started • Math, astronomy, physics, chemistry, biology, and sociology sciences developed hierarchically
  • 27. Theorists of this period • H. Spencer (1820-1903) • Pragmatic and positivist education • Pragmatic and utilitarian evolution • Cognitive, moral and physical education as a whole • F. Hegel (1770-1831) • State Education: Education must be relevant to culture • State can cultivate they type of person • Nietzche (1788-1860) • Irrational Education: Industrial revolution made people mechanical. People must develop their special abilities • Evil and virtue is innate, what we learn is limited • Instead of institutionalizing, cultural education
  • 28. Theorists of this period • J. Dewey (1859-1952) • Education for employment and life • Education is life it is not preparation for life • Education teaches a child to think through action • Teacher must be a guide to students not a dictator • M. Montessori (1750-1952) • Sensory education • Used mostly in early education • Learning through self discovery and interest • Uninterrupted play/work time, loosely structured classrooms
  • 29. Ottoman education in 18th c. • Between 1779-1839 a reform period in education • First in military education, military schools opened • In 1824 II. Mahmut made primary education mandatory • Later middle and high schools and higher education was formed (Rustiye mekteplerie , Idadi, Sultani and Darulfunun) • 1856 Islahat Fermani • Primary education is mandatory • Rustiye must exist in places with 500 houses • Idadiye must exist in places with 100 houses • Sultanis must exist in cities • Darulfunun (university) must exist in Istanbul • Male teacher and female teacher schools will open • Money will be collected from public for education • Education will be centralised
  • 30. Ottoman education in 18th c. • Kanun-I Esasi • Mandated that education is for everyone • There will be no interference on religious education • Education is free for public • II. Abdulhamit period • After losing Russian war, education gained importance • Vocational and art schools increased • Increased freedom in press • Higher education for girls and girls started working in government offices • Pre-school education and professional education
  • 31. 20. Century education in europe and america • Education in the fields of psychology and sociology increased • Education started using the data from these fields • Education started being considered as a field  F. Bobbitt  First time used education as an independent field  In 1920s in America individual education was emphasized, in the east socialist education was popular (Marx influence)  In 1930s and 40s in America universities took over research activities  In 1950s Skinner with his experiments in education published education findings
  • 32. 20. Century education in europe • In 1960 and 1970 the theories of educational research peaked and the discussion “is education applied or theoretical science” formed • 1957 is the birth of modern education • SPUTNIK!!! • Especially in math and science United States and Europe and Russia entered a competition period • Several projects formed to develop these fields • In 1970 Bloom’s Taxonomy came out as a reference for learning for everyone • Since 1980s constructivist, multiple intelligence, brain based learning nd life based humanist learning gained importance. • Education involves not only schools but throughout life LLL
  • 33. 20th century education in turkey • Latin Alphabet • 1928 Latin alphabet accepted • 1928-1942 Literacy increased rapidly • John Dewey came to Turkey and made recommendations based on Turkish people’s culture, needs and characteristics • Famous people formed Turkish Education • Mustafa Kemal Ataturk • Atuf Kansu • Hasan Ali Yucel • M. Emin Soysal • Rasit Oymen and others
  • 34. Latest developments • Teacher education • 1997 Educational faculties • Education in post graduate education • Constructivist approach • Multiple intelligences • Capital punishment banned at schools • 2005 high schools became 4 years • 12 years mandatory education • Education starts at 66 months
  • 35. End of hıstory…for now • THANK YOU FOR YOUR ATTENTION!

Editor's Notes

  1. Ogretmenlerepedagog, bubilime de pedagojidenmesibudevredayaniyor
  2. HitabetveezberlemeretorikLudus: ilkokulRetorik: hitabetsanatiCivic responsibility: yurttassorumluluguAdministrative skills: idaribeceriler
  3. Cultivate: yetistirmekCommitment: baglilikComputation: matematikselislem
  4. Parish: kiliseChantry: kilisededuaokutmaodasiStructure: yapiinstitutionalization of knowledge : bilgininkuramsallasmasi
  5. dynastic leaders: hanedanliderleri
  6. Vernacular school: yoreselbolgeselIndoctrination: beyinyikama, doktrinlestirmeCathechism: ilmihalTheology: ilahiyat
  7. intellectual capabilities: entelektuelyetenekpower of rationality : akilcilikgucu
  8. Rhetorician, oratory for personal gain and public service: Kişiselkazançvekamuhizmetiiçinhatip, hitabet
  9. Hıristiyan yönelim, eğitimciyi bir sosyal ve entelektüel eleştirmen olarak tanımlarHumans are capable of great achievements and also profound stupidity: Insanlarbuyukbasarilarkadarderinaptalliga da sahiptirlerReformed theology by stressing faith and individual conscience: InancvebireyselvicdanivurgulayarakilahiyatireformeettiHuman nature is corrupt, weak, self-centered, and in a state of rebellion from Godİnsan doğası, bozuk zayıf, bencil ve Tanrı’ya isyan halindedir
  10. savasci, bilge, disadonuk, akinci, gocebe, mertvecesur
  11. Aristotle of the Islam world, toplumdakuramsalerdemleryaratmak
  12. Ahlakidegerlerbilgikadaronemlidir
  13. Method: yontemTemizlik, comertlik, baskalarinaiyilikyapmavealcakgonulluolmak
  14. Bireyehizmetetmek
  15. PragmatikveyararciegitimZihinselahlakibedenselegitimDevletciegitimDevletistedigitipteinsanyetistirirErdemvekotuluk
  16. Duyusalegitim: sensory training