This document provides a historical overview of the foundations of education from pre-literate societies around 5000 BC to recent developments. It summarizes the educational goals, students, instructional methods, curriculum, and influences for different time periods and civilizations including China, India, Egypt, Greece, Rome, the Arabic world, and medieval Europe. It also profiles important educational theorists like Confucius, Socrates, and Dewey. In recent times, developments have included updates to teacher education, recognizing multiple intelligences, banning corporal punishment, and establishing mandatory and minimum ages for education.
Primitive education aimed to teach children the skills and cultural values needed to become productive members of their tribe. It occurred through participation in daily life and observation of adults. Education was classified into pre-puberty, focused on practical skills, and post-puberty initiation, which imparted cultural knowledge.
Ancient Chinese education was based on Confucian classics and emphasized memorization. Boys were educated at home and in schools, focusing on reading, writing, and arithmetic, while girls' education was limited to the home. Formal education culminated in competitive state examinations to earn degrees required for government positions. The examination system was abolished in 1905 to modernize education.
The document provides a timeline of the Philippine educational system from the pre-Spanish period to the present. It discusses the goals, characteristics, and notable developments in education during each major historical period of influence:
1) Pre-Spanish period focused on survival, conformity, and enculturation through informal community-based education.
2) Spanish period aimed to spread Christianity through church-run schools teaching Catholicism, Latin, and Spanish.
3) American period sought to promote democracy by establishing a formal, centralized system using English and introducing public schools.
4) Japanese period aimed to spread the new Asian order through a propaganda-focused curriculum promoting the Japanese language and values.
5) Post-war
The document summarizes different historical approaches to education between 700-1800 AD. It covers Muslim education from 700-1350 AD which focused on scientific, practical, religious and vocational topics. Italian humanism from 1350-1500 emphasized individual freedom and studying Greek/Roman classics. Northern humanism aimed for social/moral improvement. Protestant reformation stressed religious obedience. Catholic counter-reformation also emphasized religious indoctrination. Realism promoted practical education. Rationalism valued intellectual freedom. Naturalism advocated educating children according to natural development principles. Different eras utilized varying methods, curricula and financed education in unique ways.
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Historical perspective of education and the curriculum ofleonilitabadillo
The document discusses the historical development of curriculum in the Philippines under different ruling powers. It traces curriculum goals and methods from the pre-Hispanic informal education, to the religion-focused Spanish curriculum, the English-medium American curriculum, the Japanese propaganda-driven curriculum during WWII, and post-independence reforms emphasizing nationalism, democracy, and economic development. The changing curriculums reflected the goals and ideologies of successive foreign and local rulers in the Philippines.
This document provides an overview of education systems from 7000 BC to 450 AD across various ancient civilizations. It describes the aims, types of education, content, agencies, organization, methods, financing, and contributions of education during these time periods. The education systems progressed from informal home/environment-based education focused on survival and traditions in 7000-5000 BC, to the establishment of more formal schooling focused on vocational training, writing, and mathematics in 5000-4000 BC. Organization of grades and financing of education varied widely over time and location.
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
The document discusses the curriculum during the Philippine Republic, which was formed after the 1898 Philippine Declaration of Independence. Different experiments were used in the curriculum during this time period. There was a focus on using the vernacular as the medium of instruction, as well as increasingly using instructional materials that were Philippine-oriented to promote appreciation of Philippine culture and industry. The curriculum also saw revisions to subjects like social studies, sciences, language arts, and arithmetic. Vocational education and schools were introduced. Teaching methods emphasized teaching students how to learn and think independently, and could be subject-matter centered, student-centered, or community-life centered.
Legal foundation of education in the philippinesBoyet Aluan
The document provides a historical overview of the foundation and development of education in the Philippines from pre-Spanish times to the present. It discusses the aims, types, and methods of education during different periods of Philippine history including pre-Spanish, Spanish, American, Japanese, post-WWII eras. It also outlines key laws and policies that shaped the Philippine education system such as the Education Act of 1901, Magna Carta for Teachers, and the 1987 Constitution.
This document provides a history of education in the Philippines from pre-Hispanic times up until the present day. It outlines the major developments and changes that occurred under different occupying forces and governments. Some key points include:
- Education was traditionally informal and practical during pre-Hispanic times.
- The Spanish established the first formal school system from 1521-1896, but it was uneven and focused heavily on religion.
- During the American occupation from 1898-1946, they secularized schools and emphasized subjects like English, science and democracy.
- The Japanese briefly controlled education from 1941-1944 and aimed to promote Japanese language and culture.
- Since independence, the government has aimed to establish an integrated, nationalistic
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
This document provides an overview of primitive education, Egyptian education, Greek education (Spartan and Athenian), and Roman education. It discusses the aims, types, content, agencies, organization, methods, financing, and contributions of each system. The document is a lecture or lesson plan on the historical foundations of education covering educational practices from earliest times through the Roman era. It analyzes how education systems evolved over time in relation to the cultures and societies that developed them.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
The document discusses the philosophical foundations of education in the Philippines from pre-Hispanic times to the present. It outlines the major periods of Philippine education including pre-Hispanic, Spanish, American, Japanese, and post-WWII eras. The objectives and philosophies of education evolved over time based on influences from each governing power and aimed to develop citizens, literacy, skills, and national/cultural identity. The current system focuses on promoting national development and values education through reforms like the New Elementary School Curriculum.
Teaching profession (Historical Perspective of Philippine Educational System)Franzelle Mae Lignes
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
Historical Perspective in Philippine EducationGenesis Felipe
The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.
The document discusses the history of education in America during the colonial period from 1642-1776. It explains that the earliest schools in Massachusetts colonies were started by Puritan settlers and focused on religious education, with the main goal being to teach children to read passages from the Bible. The schools emphasized Puritan church doctrines and religious discipline. This established the foundation for the early history of education in America during the colonial period.
Algebra uses letters and symbols to represent values and their relationships, especially for solving equations. An algebraic expression combines these letters and symbols. An example expression is 8x^2. Expressions contain constants, variables, and exponents. Constants represent exact values like numbers. Variables stand for unknown values, often letters. Exponents written above a variable show how many times it is used in the expression.
The document introduces basic algebraic expressions and simplifying terms. It explains that terms with the same variable are combined by adding the coefficients. Expressions should be written with variables in alphabetical order and numbers written without variables are simply added. Sample problems are provided to practice simplifying algebraic expressions and equations with variables representing unknown values.
Algebra was developed as a separate section of mathematics to solve problems involving unknown numbers. In algebra, unknown numbers are represented by variables like x, allowing problems to be solved using the same addition, subtraction, etc. operations as regular arithmetic. For example, if the number of boys in a class is unknown and represented by x, we can write an equation relating x to the total number of students and known number of girls to solve for x. Algebra introduces variables like x to represent unknowns, but applies the same basic math operations as used with numbers.
- Primitive people lived simple lives through hunting and gathering. They lived in crude huts and had tribal organizations led by elders. Education was informal and passed down through oral tradition.
- Early civilizations like the Sumerians, Egyptians, and Indians established more formal schooling systems. Education focused on religious, vocational, and cultural preservation topics through apprenticeships, memorization, and imitation of teachers.
- Schools were located in homes, temples, and later dedicated buildings. Education was generally not universal or standardized, with fees limiting access. Contributions included early writing systems, mathematics, and scientific knowledge.
- In the 19th century, education was only available to the middle and upper classes, as the working classes had no desire for their children to be educated.
- In 1807, Samuel Whitbread proposed a bill for two years of mandatory education between ages 7-14 to reduce crime and poverty, but it was deemed too expensive.
- Throughout the 19th century, there was a growing idea that general education for all masses was needed, driven by factors like industrialization and declining economic conditions.
- Major reforms in the late 19th century expanded access to education, including the 1870 Education Act which established school boards and expanded access for all.
- The 1944 Education Act established primary education and introduced the
The document introduces key concepts in algebra including variables, constants, types of numbers (counting, integers, rational, irrational, real), graphs, averages, and positive and negative numbers. It provides examples and guidelines for understanding these concepts. Variables represent quantities that can vary, while constants represent fixed values. Different number sets are explained and visualized on a number line. Averages are calculated by adding values and dividing by the total count. Positive numbers are greater than zero, while negative numbers are less than zero.
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
The document provides a historical overview of curriculum foundations from the colonial period to the early 20th century. It discusses the evolution of curriculum from basic elementary education focusing on religion and the three R's, to the establishment of Latin grammar schools and academies, and the rise of universal public education. Key developments included Dr. Benjamin Rush advocating for free public schools, the emergence of committees to standardize high school curriculum, and early 20th century educators like Dewey, Bobbitt, and Tyler establishing principles for a modern, progressive curriculum focused on students' needs, experiences, and societal goals.
Sociology is the study of human behavior in groups, social structure, and forms of human interaction. Sociology examines how society influences education through various aspects like changes in societal structures, the transmission of culture, social problems, and economic issues. Schools exist within the social context of society and emerge from within society. The aims of education include developing social skills and qualities, a socially efficient individual, vocational skills, use of leisure time, transmitting cultural heritage, and developing a constructive outlook. The curriculum is based on the conditions, problems, and needs of society and aims to transmit cultural values and prepare students for the global world. Teaching methods develop social adjustment, problem-solving, and constructive thinking using socialized techniques and
Sociological Foundations of Education--Sociology and the Socialization ProcessRonnel Dacullo
1. Sociology is defined as the study of social beings and social interactions within society.
2. Socialization is the process by which individuals learn the beliefs, values, and norms of their culture and society and incorporate them into their own behavior.
3. From the structural perspective, socialization occurs through exposure to various social positions and roles throughout the life cycle, such as roles within the family, school, church and other social institutions.
The document provides an overview of various topics in humanities including definitions of key terms, purposes and aims of studying humanities, related fields, definitions of art and its importance, classifications and elements of art including color, line, shape, medium, and principles of art such as emphasis, balance, harmony, variety, movement, and rhythm. It discusses the etymology and definitions of terms like humanities, art, painting, sculpture, music, cinema, photography, and dance.
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
This document provides an overview of the humanities and various aspects of art. It begins by describing a course that covers visual arts, performing arts, cinema, and literature, exposing students to classical and contemporary artists and works. It then discusses objectives like understanding the meaning and importance of art and appreciating different art forms. The document goes on to define the humanities and explain major areas like literature, visual arts, and performing arts. It also provides examples of famous works and discusses artistic styles, movements, and the subjects, forms, and values of art.
This document discusses the major foundations of curriculum, including philosophical, historical, psychological, and social foundations. Under the philosophical foundations, it describes four main educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. It provides the aims, roles of education, and curriculum trends for each philosophy. The historical foundations section briefly introduces several influential curriculum theorists from 1876 to 1965 and notes their views on curriculum. The document aims to provide an overview of the key foundations that influence the development of curriculum.
Philosophy provides a framework for curriculum planning, implementation, and evaluation by helping answer questions about the purpose of schools, important subjects, how students should learn, and appropriate materials and methods. A curriculum developer's philosophy reflects their life experiences, beliefs, background, and education. For example, John Dewey viewed education as a way of life and laboratory for testing philosophy. Philosophies like idealism, realism, and existentialism provide different perspectives on the role of the teacher, student, and school community.
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
This document summarizes the historical foundations of education in different nations from 5000 BC to the present. It discusses the educational goals, students, instructional methods, curriculum, and important agents of education in ancient Egypt, China, India, Greece, Rome, the Arabic world, medieval Europe, the Renaissance, Reformation, and several important educational theorists like Confucius, Socrates, and Dewey. It provides a comprehensive overview of the evolution of education across time and various cultures.
This document outlines the historical foundations of education from preliterate societies in 7000 BC to important eastern philosophers. It describes the educational goals, students, instructional methods, curriculum, and influences of different time periods and cultures including ancient China, India, Egypt, Greece, Rome, Arabic, medieval, Renaissance, Reformation, and ancient Turkish societies. Key eastern philosophers like Farabi, Ibn-e Sina, and Biruni synthesized ideas from various traditions and emphasized virtues and a humanistic perspective in education.
EDUC200-The World Origins of American Education.pptxZedZaoirseZaid
Education has evolved over time from preliterate societies to modern systems. Early societies used oral traditions to transmit survival skills and cultural values to children. Ancient Chinese, Egyptian, Hebrew, Greek and Roman societies developed more formal education to train officials in religion, governance and administration. Islamic scholars advanced mathematics and transmitted Greek works. The Middle Ages saw universities established and knowledge preserved. The Renaissance shifted emphasis to humanism. The Reformation increased primary education's focus on religious conformity. Enlightenment ideas influenced science in curriculums and views of child development.
It is believed by many experts and authorities that the modern society and the modern education and its theories begun in this period. It was a general awakening brought about by several factors such as the invention of printing press in which books became widely available.
Ch 3 World Roots of American Education.pptVATHVARY
Education in Preliterate Societies
Education in Ancient Chinese Civilization
Education in Ancient Egypt
The Hebraic Tradition in Education
Education in Ancient Greek and Roman Civilizations
Islam, Arabic Learning, and Education
Medieval Culture and Education
Renaissance Classical Humanism
The Religious Reformation and Education
The Enlightenment’s Influence on Education
Great Philosophers & Educational Theorists
This document summarizes the educational systems of ancient civilizations such as China, India, Egypt, Greece, and Rome. It discusses key aspects of each system such as the focus of education, who received education, and important figures that influenced the development of education. The document also provides details on specific schools and approaches in places like Sparta, Athens, and Alexandria which had significant impacts and contributions to early forms of education.
The document outlines various philosophical, psychological, socio-cultural, and historical foundations of curriculum. It discusses perspectives like perennialism, essentialism, progressivism, constructivism, and reconstructionism. It also covers behavioral, cognitive, and humanist psychological theories. Socio-culturally, it notes schools exist within social contexts and can shape or reflect society. Historically, it briefly describes the evolution of education from ancient civilizations to the modern Philippine system.
The document discusses the social dimension of education through history. It outlines how education originated and developed in ancient civilizations like China, India, Egypt, Greece, and Rome. Formal education began around 1300 BCE in Israel and was restricted to elites in other early societies. Modern education owes much to these ancient systems. Key figures like Confucius, Socrates, and Aristotle influenced the development of education. The document also discusses social processes, groups, social control, and problems in societies.
The document discusses the social dimension of education through history. It outlines how education originated and developed in ancient civilizations like China, India, Egypt, Greece, and Rome. Formal education began around 1300 BCE in Israel and was restricted to elites in other early societies. Modern education owes much to these ancient systems. Key figures like Confucius, Socrates, and Aristotle influenced the development of education. The document also discusses social processes, groups, social control, and problems in societies.
Historical foundation education. powerpoint presentation.PeterVincePaca
- Primitive education aimed to transmit culture from one generation to the next with little deviation through observation, imitation, and demonstration. The main goals were security, conformity, and teaching vocational, moral, and military skills. Education occurred through the home, environment, and tribal organizations.
- Renaissance education focused on language, literature, and reviving classical antiquity. Students studied ancient texts and authors to gain moral and historical knowledge. Education occurred through home tutoring, elementary schools, grammar schools, and universities.
- Medieval education was overseen by the church and informed by religion. Students learned Latin, grammar, rhetoric, basic math and science through memorization and questioning. Education occurred through grammar schools, monastic schools
Primitive education aimed to ensure security, conformity, and survival by imparting cultural beliefs and practices to children through informal methods. Learners were taught practical skills by parents, elders, and religious leaders, with curriculum including fishing, farming, hunting, poems, songs, dances, and cultural transmission occurring organically through imitation and enculturation in the environment. This early education influenced later systems by emphasizing the transmission of tribal culture and practices to maintain social stability.
Part 1 - Historical Foundations of Education.pptxRichardBareng2
This document provides an overview of the history of education from ancient to early civilizations. It discusses primitive education, where knowledge was passed down orally, and the education systems that developed in ancient Sumeria, Egypt, China, India, Greece, and Rome. The Sumerians created the first formal school system called "tablet houses" where writing was taught using clay tablets. Egyptian education focused on training boys to be scribes. Jewish culture highly valued education from its origins. Spartan education emphasized physical and military training to create strong soldiers, while Athenian education aimed to produce well-rounded citizens.
Historical development of education and pedagogySebastianPrez17
Naturally, one of the humans’ principal needs is the knowledge requirement, then from the beginning of the ages the human has looked for the way to know, therefore, in every society throughout history, however primitive it is, There has always been present the education.
Right from the beginning, education was assigned the status of an art – the art of teaching, of leading children to knowledge. The profession of educator first emerged in Ancient Greece. Back then, the role of educator was performed by slaves.
At the end of the 19th century, the development of such scientific fields as sociology and psychology is accompanied by the emergence of pedagogy as an applied science. Nowadays, pedagogy is treated as a science with the understanding that its ultimate objective, as in the other cases, is not so much to describe or explain but instead to guide the process of teaching and learning. It is as a discipline geared towards the practical application of acquired knowledge.
Thus, the history of pedagogy is the history of pedagogues, as Jean Houssaye put it, Jean Piaget, John Locke, practitioners and theorists of the instructional process, whose practical skills employed in the educational process are more important than theoretical concepts, and vice versa.
This document provides an overview of the history of education. It discusses several themes and periods in education's development, including:
1. Primitive/ancient societies where education focused on survival and cultural transmission through informal, observational learning.
2. Formal education emerging in ancient China, Egypt, Greece, India, and Rome, each emphasizing practical skills, civic duty, or spiritual conformity dependent on the society.
3. The development of modern educational philosophies and systems from the Middle Ages onward with influential thinkers and new approaches to teaching and learning.
Medevial or muslim period of educationVipin Shukla
1. During the Muslim period of education in India, education was considered synonymous with religious instruction and the imparting of Islamic knowledge and values.
2. The primary centers of education were maktabs for basic education and madrasas for higher education, where students were provided with food, clothing, and other necessities free of cost.
3. The aim of education was to spread Islamic culture and religion by teaching subjects like Arabic, Persian, Islamic literature and law, with a focus on memorizing verses from the Quran.
The document discusses several educational philosophies, both traditional and modern. Traditional philosophies include naturalism, idealism, pragmatism, and realism. Naturalism focuses on educating through direct experiences with nature. Idealism emphasizes developing intellectual, aesthetic, and moral values through formal classroom teaching. Pragmatism views education as a social process and favors activity-based learning. Realism aims to equip students with vocational skills. Modern philosophies include perennialism, which teaches timeless ideas and values liberalism, tolerance, and discretion through teacher-guided discussion and reading great books.
Confucianism is a major system of thought that originated in ancient China from the teachings of Confucius and his disciples. It emphasizes ethics, correctness of social relationships, justice, traditional culture, and sincerity. Confucianism's key principles include ren (benevolence, compassion), yi (righteousness, justice), li (proper ritual behaviors and social roles), zhi (wisdom), and xin (integrity, trustworthiness). It also stresses the importance of education and self-cultivation for developing virtue and proper relationships with others. Confucianism was highly influential in establishing the traditional social and political systems in China over many centuries.
This document provides an overview of the history of philosophy of education. It begins with examples of YouTube clips related to education. It then defines philosophy and discusses the relationship between philosophy, theories, and teacher professionalism. The document provides a general overview of historical views of education from ancient societies. It also discusses the world roots of today's instructional methods and provides more detailed information about education in pre-literate societies, ancient China, and deductive reasoning.
The document provides an overview of education during the Middle Ages. It discusses four main educational systems that emerged during this period: Monasticism, Scholasticism, Chivalry, and the Guild system.
Monasticism involved education within monasteries, with a focus on religious and moral training. Scholasticism developed the university system and emphasized intellectual and logical training using Aristotle's works. Chivalry educated the noble class in areas like combat skills, social graces, and religious devotion. Guilds provided training within professional organizations like craft or merchant associations.
Overall, the document outlines the major influences and characteristics of different educational approaches during the Middle Ages that still impact modern Philippine education.
The document traces the developmental milestones of education from primitive times to the present. It discusses early forms of education in ancient civilizations like Egypt, Greece, China, and India. It then covers developments in medieval Europe including monasticism, scholasticism, and the Renaissance. The document also outlines several influential educational philosophies like naturalism, nationalism, developmentalism, and the contributions of thinkers such as Pestalozzi, Froebel, Herbart, and Montessori. Overall, the summary provides a high-level overview of the major eras and developments that have shaped education throughout history.
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This document outlines key concepts related to staff planning, labor costs, productivity, and sales metrics for restaurants. It discusses the differences between salary and wages, gross and net pay, minimum wage, overtime pay, and tipping. It also defines labor costs, productivity standards and scheduling, factors affecting employee productivity, and metrics for measuring employee turnover. Finally, it summarizes various sales concepts used in restaurants like total sales, average check, sales per serving person, average sale per seat, and seat turnover.
This document outlines controls for revenue and cash handling. It discusses types of theft common in restaurants, including employee theft, pilferage, and theft by servers, bartenders, kitchen staff, back office, and vendors. Common items stolen are food, cash, customer data, supplies, and intellectual property. Theft can cost businesses through increased food costs, lower profits, lost customers, and hurt employee morale. The document recommends incorporating a theft prevention program involving staff education and training, promptly resolving issues, and continued learning about prevention.
This document discusses inventory management in the food and beverage industry. It describes different types of inventory including physical, perpetual, and ABC systems. The purpose of inventory is to verify accuracy, unit prices, and identify any adjustments. Wastage, spoilage, portion control, and quality control are also discussed as important aspects of inventory management. Maintaining proper inventory levels, minimizing waste, and ensuring quality and safety are key to controlling food costs and satisfying customers.
The document discusses policies and procedures for issuing stocks from the storeroom. It states that all goods should be issued based on a proper requisition form and follow the FIFO (first in, first out) method. Issuances require a signed requisition form from both the issuing and receiving parties. Determining proper stock levels considers factors like par levels, inventory, expected breakages/losses, and lead times. A requisition form is used to request items from stores and must be prepared by kitchen staff listing needed items and quantities.
This document discusses proper storing procedures. It emphasizes that all stores received must be stored properly to prevent spoilage and ensure food safety. There should be separate storage areas for perishable and non-perishable items, with refrigeration used to store perishable foods at the ideal temperatures for items like cheese, milk, butter and liquors. Proper hygiene and sanitation of storage areas is also critical, requiring regular cleaning, extermination to prevent pests, and maintenance of appropriate temperatures, humidity and lighting levels.
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Child development refers to orderly changes that occur as children grow. It can be described across physical, cognitive, and social/emotional domains. Many theories have aimed to describe and explain child development. Major 20th century theories included psychoanalytic theories focusing on personality formation, behavioral and social learning theories emphasizing environmental influences, biological theories highlighting innate processes, cognitive theories examining information processing and knowledge construction, and systems theories analyzing a child's complex interactions within multiple environmental systems.
The document outlines the hierarchy and roles within a professional kitchen brigade system. At the top is the Chef de Cuisine who oversees all kitchen operations. Below the Chef de Cuisine are the Sous Chef and Chef de Partie who help manage specific stations. These stations include positions like Saucier, Rotisseur, Poissionier who focus on specific cooking tasks. The brigade also includes front of house roles to manage service, dining areas and customers.
A chef's uniform provides safety, hygiene, and professionalism in the kitchen. The traditional uniform includes a tall white hat to keep hair clean, a double-breasted white coat with sleeves to protect the body from heat, a necktie to absorb sweat, and a white apron and shoes that can be easily cleaned. The uniform identifies the wearer as a trained professional and evolved from monks' habits over the past hundred years.
This document provides a brief history of culinary arts and profiles important figures in the culinary world. It defines culinary as the art of cooking and discusses the origins of the word. Key developments in the 16th-18th centuries that influenced modern restaurants are outlined. Profiles of influential chefs and culinary professionals from the 16th century to present day are given, including Georges Auguste Escoffier, Julia Child, Ferran Adria, and Wolfgang Puck. Their contributions to advancing culinary techniques and styles are recognized.
The Walt Disney Company started as a small animation studio founded by Walt and Roy Disney in 1923. It has grown to become one of the largest media and entertainment corporations in the world, owning major film studios, television networks, parks and resorts. Disney is organized into several divisions including Studio Entertainment, Parks and Resorts, Media Networks, and Consumer Products. Its original and largest business remains motion picture production through studios like Walt Disney Pictures and Pixar Animation Studios.
This document provides information on key concepts in marketing including marketing, advertising, distribution channels, selling, the 4 P's of marketing (product, price, placement, promotion), and event marketing tips. It defines marketing as a process through which individuals discover needs and wants that can be satisfied by products and services. It describes the roles of advertising, distribution channels, and selling in helping make products available to consumers. It also explains the 4 P's of marketing - product, price, placement, and promotion - as critical aspects of marketing strategy. Finally, it offers 15 tips for effectively promoting events through various advertising methods.
This document provides an overview of tourism planning and development. It discusses that tourism planning considers all tourism resources, organizations, markets, and programs within a region. The planning process involves defining goals and objectives, identifying the tourism system including resources, organizations and markets, generating alternatives, evaluating alternatives, and implementing, monitoring and evaluating plans. It also describes different levels of tourism planning from site to international levels and the roles of government and private sectors in tourism planning.
This document discusses cruise ship operations and management. It provides background on the growth of cruising from transatlantic crossings in the late 19th century. It then discusses key aspects of cruise ship operations like ship parts and maintenance, routing, waste management, and guest services. Finally, it reviews some key maritime terms related to cruise ships like areas of the ship, safety standards, and engine locations.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
HISTORICAL FOUNDATIONS OF EDUCATION - THEORIST AND PHILOSOPHERS
1. “ THE HISTORICAL FOUNDATIONS OF EDUCATION ”
DIVINE MERCY COLLEGE
FOUNDATION INC.
Caloocan City
Professional Education
Presented by: MARIANNE T. EVANGELISTA, MSHRM
4. 5000 BC - 7000 BC (Before Writing)
• Pre-literate Societies
• Educational Goals:
- To teach survival skills, Teach
group harmony
• Students: Their Children
• Instructional Methods:
- Informal, Children imitates adult
• Curriculum:
- Practice Hunting, Fishing , Songs,
Poems and Dances
• Agents:
- Parents, Tribal elders, Religious
leaders
• Influence in Education:
- Informal, Transmission of skills
5. CHINA
3000 BC – 1900 AD
• EDUCATIONAL GOALS:
- Prepare the 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 Examination for Civil
Service
6. INDIA
3000 BC UP TO PRESENT
• EDUCATIONAL GOALS:
- To learn Behavior and Rituals based on “Vedas”
• STUDENTS: Males of upper class
• INSTRUCTIONAL METHODS: Memorizing and Interpreting
sacred texts
• CURRICULUM: Vedas and Religious texts
• AGENTS: Brahmin Priests Scholars
• INFLUENCE ON EDUCATION: Cultural transmission and
assimilation as well as
spiritual detachment
7. EGYPT
3000 BC - 300 BC
• EDUCATIONAL GOALS:
- To prepare priests according to scribe for the empire
• STUDENTS: Males of upper class
• INSTRUCTIONAL METHODS: Memorizing and Copying
texts
• CURRICULUM: Religious or Technical texts
• AGENTS: Priests and Scribes
• INFLUENCE ON EDUCATION: Restriction on Educational
controls to priest elites
8. GREEK
1600 BC - 300 BC
• EDUCATIONAL GOALS: To cultivate civic responsibility
• STUDENTS: Male children ages 7 - 20
• INSTRUCTIONAL METHODS: Memorization and recitation in primary
schools, lecture, discussions, dialog in
higher schools.
• CURRICULUM: ATHENS: Reading writing arithmetic, drama,
poetry, music
SPARTA: Drill, Military Songs and Tactics
• AGENTS: ATHENS: Private Teachers and Philosophers
SPARTA: Military Teachers
• INFLUENCE ON EDUCATION: ATHENS: Well rounded, liberally educated
SPARTA: Concept of Military State
9. ROMAN
750 BC - 450 AD
• 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: Memorizing and recitation in primary
schools, imitation and discussion in higher
schools
• CURRICULUM: Reading, Writing, Arithmetic, Literature,
Scientific Studies
• AGENTS: Mosques, Court schools
• INFLUENCE ON EDUCATION: Arabic numerals and computation, medicine
and science materials
10. ARABIC
700 AD - 1350 AD
• EDUCATIONAL GOALS:
- To prepare priests according to scribe for the empire
• STUDENTS: Males of upper class
• INSTRUCTIONAL METHODS: Memorizing and Copying
texts
• CURRICULUM: Religious or Technical texts
• AGENTS: Priests and Scribes
• INFLUENCE ON EDUCATION: Restriction on Educational
controls to priest elites
11. MEDIEVAL PERIOD
500 AD – 1400 AD
• 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:
- Memorizing and Recitation in lower schools, text analysis
and discussion in higher schools and universities.
• CURRICULUM:
- Reading, Writing, Arithmetic, philosophy, theology, military
and chivalry.
• AGENTS: Parish, cathedral schools, universities, knighthood.
• INFLUENCE ON EDUCATION:
- Structure and organization of the university, institutionalization
of knowledge
12. RENAISSANCE
1350AD – 1500 AD
• EDUCATIONAL GOALS:
- Cultivate humanist expert in Greek and Latin
classics; prepare people to serve dynastic leaders
• STUDENTS: Male children of aristocracy and upper class, fr. 7-20
• INSTRUCTIONAL METHODS:
- Memorization, 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 Latin schools
• INFLUENCE ON EDUCATION:
- Emphasis on literary knowledge, excellence and style
in classical literature, two track system of schools
13. REFORMATION
1500AD – 1600 AD
• EDUCATIONAL GOALS:
- Cultivate 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
school.
• INSTRUCTIONAL METHODS:
- Memorization, Drill, Indoctrination, translation and analysis of classical literature.
• CURRICULUM:
- Reading, writing, catechism, religious concepts and rituals, Latin and Greek Theology.
• AGENTS:
- School for general public and 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.
15. 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.
17. PLATO
• PHILOSOPHY:
- Philosophical idealist,
social conservative,
added intuition
• VIEW OF HUMAN NATURE:
- That Humans can be
classified on intellectual
capabilities
18. ARISTOTLE
• PHILOSOPHY:
- Realist, views society
based on realism and
observation
• VIEW OF HUMAN NATURE:
- That Humans have
the power of rationality
to guide their conduct
19. MARCUS FABIUS QUINTILIANUS
• PHILOSOPHY:
- Rhetorician, oratory for
personal gain and public
service. Plays role in child
Development
• VIEW OF HUMAN NATURE:
- Only certain people
have capacity for leadership
based on their oratory skills.
20. THOMAS AQUINAS
• PHILOSOPHY:
- Christian Theology
and Aristotelian
Philosophy.
• VIEW OF HUMAN NATURE:
- That Humans have
soul and Body
21. ERASMUS
• PHILOSOPHY:
- Christian orientation,
educator as a social and
intellectual critic
• VIEW OF HUMAN NATURE:
- That Humans are
capable of great
achievements and also
profound stupidity
22. MARTIN LUTHER
• PHILOSOPHY:
- Reformed theology by
stressing faith and individual
conscience
• VIEW OF HUMAN NATURE:
- That Human nature is
corrupt, weak self centered
and in state of rebellion
from god.
24. AL-FARABI
(870-950 )
• PHILOSOPHY:
- Based for human nature
is knowledge. Human mind can
distinguish right from wrong
through wisdom
• EDUCATIONAL PHILOSOPHY
- Distinguish Teaching from
Education
• VIEW OF HUMAN NATURE:
- The ultimate knowledge is
innate
25. IBN SIÑA HAYATI
(980 – 1037)
• PHILOSOPHY:
- Moral virtues are as important as
knowledge itself
• EDUCATIONAL PHILOSOPHY
- Children should be taught without
pressure
- Children should be taught from
ages 6 – 14
- A good teacher can recognize
children’s abilities
• VIEW OF HUMAN NATURE:
- Children are innocent and clean
from the start, should be taught moral
values from birth
26. AL-BIRUNI
(973- 1051)
• PHILOSOPHY:
- In order to love each other,
humans should learn and respect each
others language, religion, traditions and
thinking.
• EDUCATIONAL PHILOSOPHY
- He was expert in astronomy,
physics, botany, pharmacology and
geography.
- He believes that the scientific work
should be cleaned of magic, superstition
and anything that opposes logic.
• VIEW OF HUMAN NATURE:
- Humanist perspective
27. MENCIUS
(385-302 BC)
• PHILOSOPHY:
- education must awaken the innate
abilities of the human mind.
- He criticize memorization and advocated
active interrogation of the text, saying, "One
who believes all of a book would be better off
without books" One should check for internal
consistency by comparing sections and debate
the probability of factual accounts by
comparing them with experience.
• VIEW OF HUMAN NATURE:
- asserted the innate goodness of the
individual, believing that it was society's
influence – its lack of a positive cultivating
influence – that caused bad moral character.
28. XUNZI
(312-230 BC)
• PHILOSOPHY:
- Man’s inborn tendencies
need to be curbed
(restricted/limit) through
education and ritual. And that
ethical norms had been
invented to rectify mankind.
• VIEW OF HUMAN NATURE:
- counter to Mencius's
view that man is innately good
29. MOZI (MO-TZU)
(470-391 BC)
• PHILOSOPHY:
- Mozi's moral teachings
emphasized self-reflection and
authenticity rather than obedience to
ritual.
• VIEW OF HUMAN NATURE:
- He observed that we often learn
about the world through adversity. By
reflecting on one's own successes and
failures, one attains true self-
knowledge rather than mere
conformity to ritual.
30. HAN FEI
(470-391 BC)
• PHILOSOPHY:
- Believes in “The doctrine
of Legalism” (Sanction and
Reward) policy.
• VIEW OF HUMAN NATURE:
- Legalism assumed that
people were naturally evil and
always acted to avoid
punishment while
simultaneously trying to
achieve gains
31. YANG ZHU
(370 - 319 BC)
• PHILOSOPHY:
- A Naturalist Philosopher. naturalism as the
best means of preserving life in a corrupt and
unstable world
• VIEW OF HUMAN NATURE:
- The search for happiness, one should not
strive for life beyond one’s allotted span, nor should
one unnecessarily shorten one’s life. Death is as
natural as life, and therefore should be viewed with
neither fear nor awe. Funeral ceremonies are of no
worth to the deceased. “Dead people are not
concerned whether their bodies are buried in coffins,
cremated, dumped in water or in a ditch; nor whether
the body is dressed in fine clothes. What matters
most is that before death strikes one lives life to the
fullest”
33. PESTALOZZI
• JOHANN HEINRICH PESTALOZZI
• (January 12, 1746 – February
17, 1827)
• A Swiss philosopher and
educational reformer who
exemplified Romanticism in his
approach.
• FOCUS:
- Social Education: Learning
through experimentation
- Learning is for everyone
34. HERBART
• JOHANN FRIEDRICH HERBART
• (May 4, 1776 – August 14,
1841)
• A German philosopher, psycho
logist, and founder
of pedagogy as an academic
discipline.
• FOCUS:
- Educate, manage and
discipline
- The purpose of education
is to serve the individual
35. FROBEL
• FRIEDRICH WILLIAM AUGUST FROBEL
• April 21, 1782 – June 21, 1852)
• German pedagogue, a student
of Pestalozzi who laid the foundation
for modern education based on the
recognition that children have unique
needs and capabilities.
• FOCUS:
- Pre-school Education,
emphasized that children should be
educated from 3-4 years old
- Founded “KINDERGARTEN”
- Founded Educational Toys
36. TOLSTOY
• LEO TOLSTOY
• August 20, 1828 – November, 1910
• Russian writer who primarily
wrote novels and short stories.
• FOCUS:
- Education for freedom
- Suggested master
apprentice relation for
teacher-student
- He was extremely against
physical punishment and
memorizing
37. DEWEY
• JOHN DEWEY
• October 20, 1859 – June 1, 1952
• American philosopher, psychologist,
and educational reformer.
• Dewey was an important early
developer of the philosophy
of pragmatism and one of the
founders of functional psychology.
• FOCUS:
- Education for employment and
life
- Teacher must be a guide to the
student not a dictator
38. MONTESSORI
• MARIA MONTESSORI
• (August 31, 1870 – May 6, 1952)
• Italian physician and educator, a
noted humanitarian and devout
Roman Catholic
• Her educational method is in use
today in public and private
schools throughout the world.
• FOCUS:
- Sensory Education
- Learning through Self
discovery and interest
39. LATEST DEVELOPMENTS IN EDUCATION
• Teacher Education – update one’s learning
• Education in post graduate education
• Multiple Intelligences
• Capital Punishment banned in schools
• High school became 4 years
• 12 years Mandatory education
• Education starts at 66 months (5.5 yrs. of age)
Historical – Root word History means the past it is the chronological narration of the origin of certain person, place, thing or Foundation – basis – will serve as a source
AGENT – MEANS OR WAYS
VEDAS –The Vedas (Sanskrit वेदाः véda, "knowledge") are a large body of texts originating in ancient India. Composed in Vedic Sanskrit, the texts constitute the oldest layer of Sanskrit literature and the oldest scriptures of Hinduism.[1][2] The Vedas are apauruṣeya ("not of human agency").[3][4][5] They are supposed to have been directly revealed, and thus are called śruti ("what is heard"),[6][7] distinguishing them from other religious texts, which are called smṛti ("what is remembered").BRAHMIN – Brahmins were engaged in attaining the highest spiritual knowledgeTRANSMISSION – SPREADASSIMILATION – ADAPTATIONDETACHMENT - INVOLVEMENT
SCRIBE – Writings Of Egypt
SCRIBE – Writings Of Egypt
LUDUS
SCRIBE – Writings Of Egypt
SCRIBE – Writings Of Egypt
Renaissance – era of rebirth and regeneration
Reformation – era of improvement and reorganization VERNACULAR – LANGUAGE HUMANIST – MORE ON ACADEMICS AND MORAL BELIEFS
THEORY – MORE ON ASSUMPTION, SPECULATION AND HYPOTHESIS
Confucius (551–479 BC)[1] was a Chinese teacher, editor, politician, and philosopher of the Spring and Autumn period of Chinese history.Confucius's principles had a basis in common Chinese tradition and belief. He championed strong family loyalty, ancestor worship, respect of elders by their children (and in traditional interpretations) of husbands by their wives. He also recommended family as a basis for ideal government. He espoused the well-known principle "Do not do to others what you do not want done to yourself", an early version of the Golden Rule.Chinese classic texts, or Chinese canonical texts, (Chinese: 中國古典典籍; pinyin: Zhongguogudiandiǎnjí) today often refer to the Chinese texts which originated before the imperial unification by the Qin Dynasty i
was a classical Greek Athenianphilosopher. Credited as one of the founders of Western philosophy, he is an enigmatic figure known chiefly through the accounts of later classical writers, especially the writings of his students Plato and Xenophon and the plays of his contemporary Aristophanes. Many would claim that Plato's dialogues are the most comprehensive accounts of Socrates to survive from antiquity.[Socrates has become renowned for his contribution to the field of ethics, and it is this Platonic Socrates who lends his name to the concepts of Socratic irony and the Socratic method, or elenchus. The latter remains a commonly used tool in a wide range of discussions, and is a type of pedagogy in which a series of questions are asked not only to draw individual answers, but also to encourage fundamental insight into the issue at hand.
INTUITION – INSTINCT, PERCEPTION, SUSPICIONwas a philosopher in Classical Greece. He was also amathematician, student of Socrates, writer of philosophical dialogues, and founder of the Academy in Athens, the first institution of higher learning in the Western world. Along with his mentor, Socrates, and his student, Aristotle, Plato helped to lay the foundations of Western philosophy andscience.[4] In the words of A. N. Whitehead:
was a Greek philosopher and polymath, a student of Plato and teacher of Alexander the Great. His writings cover many subjects, including physics, metaphysics, poetry, theater, music, logic, rhetoric, linguistics,politics, government, ethics, biology, and zoology. Together with Plato and Socrates (Plato's teacher), Aristotle is one of the most important founding figures in Western philosophy. Aristotle's writings were the first to create a comprehensive system of Western philosophy, encompassing ethics,aesthetics, logic, science, politics, and metaphysics.Ethics, also known as moral philosophy, is a branch of philosophy that involves systematizing, defending and recommending concepts of right and wrongconduct.[1] The term comes from the Greek word ethos, which means "character". Ethics is a complement to Aesthetics in the philosophy field of Axiology. In philosophy, ethics studies the moral behavior in humans and how one should act.Aesthetics (also spelled æsthetics) is a branch of philosophy dealing with the nature of art, beauty, and taste, with the creation and appreciation of beauty.[1][2] It is more scientifically defined as the study of sensory or sensori-emotional values, sometimes called judgments of sentiment and taste.[3] More broadly, scholars in the field define aesthetics as "critical reflection on art, culture and nature."[4][5]Metaphysics is a traditional branch of philosophy concerned with explaining the fundamental nature of being and the world,[1] although the term is not easily defined.[2] Traditionally, metaphysics attempts to answer two basic questions in the broadest possible terms:[3]What is there?What is it like?
ORATORY – PUBLIC SPEAKING , SPEECH MAKINGMarcus FabiusQuintilianus (c. 35 – c. 100) was a Roman rhetorician from Hispania, widely referred to in medieval schools of rhetoric and inRenaissance writing. AKA. QUNTILIANRhetoric is the art of discourse, an art that aims to improve the capability of writers or speakers that attempt to inform, persuade, or motivate particular audiences in specific situations.[1] As a subject of formal study and a productive civic practice, rhetoric has played a central role in the Western tradition.
FOLLOWER OF ARISTOTLEwas an Italian[2][3] Dominican priest, and an immensely influential philosopher and theologian in the tradition of scholasticism, within which he is also known as the "Doctor Angelicus", "Doctor Communis", and "Doctor Universalis".[4] "Aquinas" is the demonym of Aquino, his home town.He was the foremost classical proponent of natural theology, and the father of Thomism. His influence on Western thought is considerable, and much of modern philosophy was conceived in development or refutation of his ideas, particularly in the areas of ethics, natural law, metaphysics, and political theory.
PROFOUND – DEEP MATINDI
Theology – religion was a German monk, Catholic priest, professor of theologyand seminal figure of a reform movement in 16th century Christianity, subsequently known as the Protestant Reformation.[1] He strongly disputed the claim that freedom from God's punishment for sin could be purchased with money.
philosophy - the rational investigation of questions about existence and knowledge and ethics
Al-Farabi (Arabic: ابونصر محمد بن محمد فارابی / AbūNaṣrMuḥammadibnMuḥammadFārābī;[1] for other recorded variants of his name see below) known in the West as Alpharabius[5] (c. 872[2] in Fārāb[3] – between 14 December, 950 and 12 January, 951 in Damascus),[3] was a renowned scientist andphilosopher of the Islamic Golden Age. He was also a cosmologist, logician, and musician.Through his commentaries and treatises, Al-Farabi became well known among medieval Muslim intellectuals as "The Second Teacher", that is, the successor to Aristotle, "The First Teacher".TEACHING - Reveal scientific knowledge and artEDUCATION – Create theoretical virtues in society , education must be easy to hard, simple to complex, near to farWISDOM – KNOWLEDGE, UNDERSTANDING, INNATE – INBORN / INHERENT
commonly known as IbnSīnā or by his Latinized name Avicenna, was a Persian[3][4][5][6] polymath, who wrote almost 450 treatises on a wide range of subjects, of which around 240 have survived. In particular, 150 of his surviving treatises concentrate on philosophy and 40 of them concentrate on medicine.[7][8]His most famous works are The Book of Healing, a vast philosophical and scientific encyclopaedia, and The Canon of Medicine,[9] which was a standard medical text at many medieval universities.
LOGIC – REASON, JUDGMENT, COMMON SENSEAbū al-Rayhān Muhammad ibn Ahmad al-Bīrūnī[n 1] (born 5 September 973 in Kath, Khwarezm, part of Persia at that time, died 13 December 1048 in Ghazni) known as Alberonius in Latin and Al-Biruni in English,[3] was a Persian[4]-Chorasmian[5][6] Muslim scholar and polymath of the 11th century.Al-Biruni is regarded as one of the greatest scholars of the medieval Islamic era and was well versed in physics, mathematics, astronomy, and natural sciences, and also distinguished himself as a historian, chronologist and linguist.He also made contributions to Earth sciences, and is regarded as the "father of geodesy" for his important contributions to that field, along with his significant contributions to geography.
While Confucius himself did not explicitly focus on the subject of human nature, Mencius asserted the innate goodness of the individual, believing that it was society's influence – its lack of a positive cultivating influence – that caused bad moral character. "He who exerts his mind to the utmost knows his nature"[10]and "the way of learning is none other than finding the lost mind.
Xunzi (Chinese: 荀子; pinyin: Xúnzǐ; Wade–Giles: Hsün Tzu, ca. 312–230 BC) was a Chinese Confucian philosopher who lived during the Warring States Period and contributed to one of the Hundred Schools of Thought. Xunzi was one of the most sophisticated thinkers of his time, and was the teacher of Li Si and Han FeiZi.RECTIFY – TO CORRECT
he founded the school of Mohism, and argued strongly against Confucianism and Daoism
Han Fei's interpretation of Legalism stressed that the autocrat will be able to achieve the ultimate ends of Legalist philosophy of firmly control the state with the mastering of three concepts: his position of power (勢, Shì); certain techniques (術, Shù), and laws (法, Fǎ) as described in his classic work, the Han Feizi (book).- The law must severely punish any unwanted action, while at the same time reward those who follow it.
He is believed to be an egoist
ROMANTICISM – MEANS IDEALIST , OPTIMIST
Pedagogy (/ˈpɛdəɡɒdʒi/ or /ˈpɛdəɡoʊdʒi/)[1] is the science and art of education. Its aims range from the full development of the human being to skills acquisition.
PARADOXICAL – IMPOSSIBLE AND CONTRADICTORY
PRAGMATISM – PRACTICALITY , SIMPLICITY AND COMMON SENSE