Historical development of education and historical development of

Brief history of the development of education and pedagogy

1. 1 HISTORICAL DEVELOPMENT OF EDUCATION AND HISTORICAL DEVELOPMENT OF PEDAGOGY UNIVERSIDAD NACIONAL DE LOJA PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS. EXPERIENCIAS DE APRENDIZAJE: PEDAGOGY. NAME : EMILY MARIA ASANZA MALDONADO TEACHER: MG. SC ADRIANA CANGO

2. WHAT ARE THE BEGINNINGS OF EDUCATION? The oldest known education systems had two common characteristics: they taught religion and maintained the traditions of the people. In ancient Egypt, temple schools taught religion, but also the principles of writing, science, mathematics, and architecture . Education in ancient China was centralized in philosophy, poetry, and religion, according to the teachings of Kung-Fu- Tse (known in the West as Confucius), Lao-Tse, and other philosophers. The Chinese civil test system, started in that country more than two thousand years ago, has been maintained until today, since, in theory, it allows the selection of the best students for important positions in the government.

3. 3 At this time didactic resources used currently were used for the elaboration of activities such as colored stones, figures, etc . In this age, what is writing begins and the fall of the Roman Empire arrives, this was carried out in the 5th century after Christ. ANCIENT AGE The purpose of man in education was to perfect individuals. Its main objective was to protect the state . While women were educated to carry out domestic chores, they had to attend to their partner and educate their children.

4. 4 In Greece, education was known to be very rigid, at first it was the father who educated his children until the age of 7 and then they were admitted to boarding schools for the militia. At the age of 21 years and older, they were considered citizens and could hold public office. Greece ARISTOTLES He was a student of Plato, history knows him as the father of philosophy and logic. I synthesize in his work the way in which men reason. PLATON Analyze the way of expressing the feelings of the human being determines the way of the BEING. The beginning of the humanistic sciences is R ecognized . SOCRATES Socratic method the students and the teacher were at the same level and they established open topic discussions, dialogue was reached.

5. 5 The Roman era had as its objective the study of the Latin language as well as the study of classical literature, engineering, and administration. In Rome there were what were two schools which were the elementary and the grammar, the elementary was where the commoners studied and in grammar the sons of the nobles. Roma Egypt In Egypt education was based on morality and correct conduct. At this time the teachings were to be passed down from generation to generation. At this time corporal punishment appears. It is the deliberate application of bodily pain with the intention of disciplining yourself to change your behavior in a positive direction.

6. 6 The scholastic in the Middle Ages had as its main objective the reconciliation between reason and faith. At this time what schools were established among them were: Palatine schools: They were taught by class, the students did not necessarily have to follow what was priesthood. Cathedral schools: These imparted middle and higher education. This era was influenced by Christianity. This is where universities emerge. MIDDLE AGES The professors were religious or monks because the founders of the universities were popes or monks. In the universities they taught what was mathematics, Latin among others.

7. 7 Luis Vives , He was a humanist, philosopher and pedagogue. He became a reformer of European education by proposing the study of the works of Aristotle. MODERN AGE THE JESUITS Jesuits is an order of the church, its activity extends to the fields, educational social, intellectual, missionary, and Catholic media. MARTIN LUTHER He was a theologian, Augustinian Catholic friar and religious reformer. His teachings inspired the Protestant reforms. "When schools prosper, everything prospers". PROTESTANTISM Protestantism was carried out by groups that separated from the Roman Catholic Church with the 14th century Protestant reform. The Bible is the sole authority for the church.

8. 8 In opposition to the concept of the pedagogy of liberation, Freire used the term "bank education" which is far from all experience and reflection in relation to the learning and reality of each person. Banking education according to Paulo Freire It could be said that this type of education is more easily visualized more in the beginnings of compulsory education in the late nineteenth and early twentieth centuries. However (and since its concept in relation to children is completely opposite) it is necessary to make the relevant distinctions.. According to Freire, this type of teaching is one that has been taught for decades around the world and maintains that the child is an empty box that must be filled with knowledge but lacks reflection or critical and autonomous thought.

9. 9 Banking education according to Paulo Freire- Characteristic Educator : Real subject , is above the student Traditional system of education Between the two there are relationships of a narrative,discursive and discourse nature Educator - Educating Give learners their content Educating : Object Passive students Exclusive owner of the information It is more to the extent that it thrives on knowledge

10. What are the beginnings of Pedagogy? Reviewing different essays, I believe that education changed as pedagogy in the contemporary age because from this era different protagonists in the history of education already focus on education as pedagogy that is defined as the science that studies education and teaching, which aims to provide enough content to be able to plan, evaluate and execute the teaching and learning processes, making use of other sciences such as those mentioned above.

11. 11 Jhon Dewey (1879-1931.) Expositor of pragmatism, who saw education based on practice, in such a way as to help the student overcome difficulties that traditional education could not provide. He proposed that pedagogical activities originate from real life activities would be as varied as life itself . Thanks to the influence of John Dewey and Kant , the new school arose, which revolved around the motto Learning by Doing. Contemporary Age CHARACTERISTICS OF THIS AGE: Use of self-instruction guides Flexible promotion Multigrade classrooms Respect for individual learning rhythms. Self-construction of knowledge. Team work Student government Changing the role of the teacher -Facilitator -Moderator -Mediator -Coordinator. Student-centered learning

12. 12 Herbart (1976-1841) based his contribution to pedagogy on Kant's theories. He tried to base pedagogy on psychology and philosophy. It broadens the foundations of pedagogy when it incorporates experience and perceptions through the senses. 4 IMPORTANT MOMENTS IN THE LEARNING PROCESS: CONTEMPORARY PEDAGOGY. NEW SCHOOL To achieve these four moments, the teacher must know two sciences: the one that teaches and the one that he bases his pedagogical reason for being. 1. Apperception : previous knowledge . 2. Elaboration: Go from the unknown to the known by means of an explanation 3. Application : Exercise training 4. Recapitulation : Synthesis of what is taught

13. 13 Driving force for pedagogical renewal. For Freinet, the basis of education must be work, since he considers that learning takes place from his own experiences, from an organized context that facilitates the approach to new knowledge and from an environment they can freely experiment. Celestin Freinet (1896-1966) J.S. Bruner (1915) He is one of the founders of cognitive psychology. He wrote the book called "The Process of Education", which was considered manifest against traditional education . Bruner considered the teacher as a guide, rather than as an exhibitor of content. His efforts were aimed at overcoming the methods and mechanisms of rote learning. He based his theory on learning by discovery through problematic situations.

14. 14 Maria Montessori (1870- 1952) Her method is to allow the development of initiative and self-confidence so that children learn the things that interest them, without the limits of a discipline. The teacher should only intervene to avoid excessive efforts and learning wrong habits. His most outstanding works and contributions to pedagogy were : The Montessori method (1912 ) Pedagogical anthropology (1913 ) Advanced method Montessori (1917 ) Peace and Education (1934 ) The mass explained to children (1932) The secret of childhood (1936) The boy in the Church (1929)

15. 15 Social pedagogy is in charge of pedagogical intervention in social services for prevention, aid and re-socialization. Preventive action tries to anticipate problems in order to prevent people from dissociating themselves, the help is to assist those who are at social risk and re-socialization fights for reintegration through the correction of deviant behaviors. SOCIALIST PEDAGOGY All this comes to determine that the professional who is called a social pedagogue is in charge of carrying out a very specific series of actions with which to achieve the objectives that he has set out to achieve in the area where he works. Specifically, its fundamental functions are as follows: • It is in charge of educating in values stories like respect and tolerance. • It proceeds to carry out coordination actions so that they can achieve the established objectives, in which different groups and formations have a lot to do. • No less important is the fact that you proceed to design and implement various projects and plans to reach your fines. • It must fundamentally negotiate with those who work to reach agreements that serve to move forward. • It must also become an instrument for change to take place both in the people with whom we work and in society in general. • It is vital that you are a person not only with great communicative qualities but also with the necessary capacity so that those who intervene in your projects also do their part and collaborate.

16. 16 He was born in Russia in 1888. His theory based on the development of productivity, proposes that development can only be achieved if the society that imposes important tasks and demands efforts in its accomplishment, can develop the potential of its children and youth. MAKARENKO Pavel Petrovic Blonskij (1884-1941) It promotes training by means of a global teaching method for work complexes organized by nursery schools, elementary schools and for adolescents. He sought to find methods of acquiring knowledge of modern industrial civilization from the interests and maturational development of the child.

17. 17 “The individual is not the only variable in learning. Your personal history, your social class and consequently your social opportunities, your historical era, the tools you have at your disposal, are variables that not only support learning but are an integral part of it. CONSTRUCTIVISM AND SOCIOCULTURAL PEDAGOGY STUDENT CONCEPTION: The student must be understood as a social being, product and protagonist of the multiple social interactions in which he engages throughout his school and extracurricular life. TEACHER'S CONCEPTION: The teacher as a cultural agent who teaches in a context of socio-culturally determined practices and media, and as an essential mediator between sociocultural knowledge and student appropriation processes Constructivism is a position shared by different trends in psychological and educational research. Among them are the theories of Piaget (1952), Vygotsky (1978), Ausubel (1963), Bruner (1960), and even though none of them was named as constructivist their ideas and proposals clearly illustrate the ideas of this current. CONSTRUCTIVISM construct Constructivism is first of all an epistemology, that is, a theory that tries to explain what is the nature of human knowledge. Construct Constructivism assumes that nothing comes for its own sake. That is, prior knowledge gives birth to new knowledge.

18. 18 He planned sociocultural theory, that anyone can develop their cognitive skills by accompanying more experienced members of society. He raised the theory of (ZDP) Proximal development zone that states that everyone is between two zones. 1. What you are capable of at the moment or what you already know 2. What the person is not ready to do Vigotsky (1896-1934 ) Jean Piaget (1896 - 1980 ) His approach refers to the psychological development (Psycho-genetic Theory) in childhood and the constructivist theory of the development of intelligence. It states that people generate or build knowledge, actively modifying their cognitive schemes through adaptability, assimilation and accommodation of the world around them..

19. 19 Driving force for pedagogical renewal. For Freinet, the basis of education must be work, since he considers that learning takes place from his own experiences, from an organized context that facilitates the approach to new knowledge and from an environment they can freely experiment. Celestin Freinet (1896-1966) J.S. Bruner (1915) He is one of the founders of cognitive psychology. He wrote the book called "The Process of Education", which was considered manifest against traditional education . Bruner considered the teacher as a guide, rather than as an exhibitor of content. His efforts were aimed at overcoming the methods and mechanisms of rote learning. He based his theory on learning by discovery through problematic situations.

20. 20 David Ausubel , maximum representative of significant learning, supports the thesis that to understand educational work it is necessary to take into account the elements of the educational process; that is, the teachers and their way of teaching, the structure of knowledge that makes up the curriculum and the way in which it is produced and the complex context in which the teaching and learning processes are developed. SIGNIFICANT LEARNING Another fundamental contribution is the concept of previous experiences and how this accumulation of knowledge that the apprentices possess can favor a more successful learning.

21. 21 This education was based on constructivism and conceives the child (who is called educating) as a producer subject who understands the world and interacts with it. Liberating Pedagogy according to Paulo Freire Education, says Freire, is not necessarily liberating since it depends on who uses it. For example, if a worker reads and studies to be a good mechanic, this cannot be considered a liberating education. It would be, in such a case if the school teaches him to discuss art, politics or ideology. However, it is not only a matter of analyzing or understanding the child as a different subject: the teacher (whom he calls the educator) must be a being freed from the thought of bank education. Only in this way (educator and learners) can they learn and give their opinions about something they are learning together.

22. 22 Liberating pedagogy according to Paulo Freire- Characteristic No one educates anyone, no one educates himself , men educate each other Learners are researchers Educators and learners work together to develop a critical vision of the world in which they live It serves the liberation Learners become educator-educator Learners are active agents in the educational process The educator becomes an educator - educating Dialogue discoverer of reality New pedagogy