NORTHERN ZAMBALES COLLEGE, INC.

Masinloc, Zambales
1st Semester, A.Y. 2019-2020
GEOGRAPHY AND NATURAL RESOURCES OF THE PHILIPPINES (SOC STU-I)
11:00am-2:00pm, FRIDAY, ROOM A103

Lesson No. 6: REGION 1

DUCATION DURING THE RENAISSANCE PERIOD

Renaissance humanist studied the literature of ancient Greece and Rome, believing that these classical works
represented the height of the human knowledge and were important models for a new age. Authorities agree that
modern times began with the movement known as age of Renaissance of Reawakening The period had the
three main lines of concern:

 Intellectual
o Humanism
o Reformation
o Realism
o Disciplines
o Rationalism
 Aesthetic
 Scientific

Bacon, Rabelais, Vives and Milton advance their own ideas about education; while John Locke came out with
his own idea about the nature of child’s mind at birth in Tabula Rasa.

Tabula rasa- is the theory that individuals are born without built-in mental content and that therefore all
knowledge comes from experience or perception.

The Rebirth of Learning

The Renaissance, or the rebirth of learning, began in Europe in the 14 th century and reached its height in the
15th century. Scholars became more interested in humanist features that is, the scholar or worldly rather than the
religious aspect of the Greeks and Latin classics.

 Humanist found their models of literary styles in the classics.

 It was a particularly powerful force in Italy, most notably in art, literature, and architecture.
 In literature, the works of such Italian writers as Dante Aleghieri, Petrarch and Giovanni Boccacio
became especially importants.

Humanist educators designed teaching methods to prepare well rounded, liberally educated persons. Dutch
Erasmus was particularly influential.

 Erasmus believed that understanding and conversing about the meaning of literature was
more important than memorizing it.
 He advised teacher to study such field as archaeology, astronomy, mythology, history and
scripture.

Educational Goals in the Renaissance Period

Education during the Renaissance emphasized such:

 Humanistic
 Disciplines
 NORTHERN ZAMBALES COLLEGE, INC.
Masinloc, Zambales
1st Semester, A.Y. 2019-2020
GEOGRAPHY AND NATURAL RESOURCES OF THE PHILIPPINES (SOC STU-I)
11:00am-2:00pm, FRIDAY, ROOM A103

Lesson No. 6: REGION 1

 History
 Poetry
 Ethics

The invention of the printing press in the mid-15th century made books more widely available and increased
literacy rates. But school attendance did not did not increase greatly. Elementary schools educated middle-class
children while lower-class children receive tittle, if any, formal schooling. Children of the nobility and upper-classes
attended humanist secondary schools.

Educational opportunities for women improved slightly during the renaissance, especially for the upper-
classes. Some wealthy families attended schools of the royal court or receive private lesson at home. The curriculum
studied by young women was still based on the belief that only certain subjects, such as:

 Art
 Music
 Needlework
 Dancing
 Poetry

EDUCATION DURING THE AGE OF NATURALISM

Notable figure during this age was Jean Jacques Rousseau. His educational views were contained in book
titled Emile, which he authored.

EMILE – describes an attempt to educate a simple and pure natural child for life in a world from which social
man is estranged. Emile is removed from man’s society to a little society inhabited only by the child and his tutor. Social
elements enter the little society through the tutor’s knowledge when the tutor thinks Emile can learn something from
them.

The aim of education was the prevention of the natural goodness of the individual and the formation of society
based upon the recognition of natural individual rights (Lacuesta et.al 1986). Herbart also came out with five formal
steps to teaching now known as Herbartian Method of Teaching with the following steps:

 Preparation
 Presentation
 Comparison and Abstraction
 Generalization
 Application

Peztallozi believed that teaching is more effective if its proceeds from concrete to abstract, hence the use of
actual and real objects that involve the most of senses. Froebel, who was known as the father of kindergarten
emphasized the use of the actual objects, which could be manipulated by the learners. He too recommended the use of
play and songs. This encouraged the writing of songs and discovery and games suited for the grades.

EDUCATION MOVEMENTS IN 19TH CENTURY

 NORTHERN ZAMBALES COLLEGE, INC.
Masinloc, Zambales
1st Semester, A.Y. 2019-2020
GEOGRAPHY AND NATURAL RESOURCES OF THE PHILIPPINES (SOC STU-I)
11:00am-2:00pm, FRIDAY, ROOM A103

Lesson No. 6: REGION 1

 John Dewey - formulated the scientific theory of learning: pragmatist

 Edward Thorndike: three laws of learning; connectionist.
 paved the way to the development of effective education technology including the production of books, use of
blackboards and improvement of writing implements.
 photography was invented giving way to a movement called visual instruction.
 visual media became widely accepted in 1920.
 audio - visual media texts was published.
 In 1926, educational films were isd as instructional media.
 In 1932, the first instructional TV program was aired at the State University of lowa.
 16mm sound motion picture was developed.
 during the 2nd World war; movies, filmstrips, radio and other pictorial Dvices were used in military trainings.
 programmed instruction by skinner.
 Bloom's taxonomy of educational objectives
 use of modernized instruction.

EDUCATION DURING CONTEMPORARY TIMES

 The 2nd millennium saw the pervasiveness of educational technology in all aspects of educational organization
and management.
 Multi-media resources and computers in classrooms
 maintenance of an educational media center
 revision and enrichment of curricular offerings to include courses in computer application.
 use CAI

I. Conclusion
Education during ancient times to contemporary, have evolve drastically as for example hieroglyphics to
letters, and from paintings to pictures. We can also conclude that, people in modern or contemporary have getting ideas
to ancient times for developmental purposes. So getting a glimpse of what education in the past helps the future to
have more steady foundation of education.

Reference:
rielmontenegro.blogspot.com
www.Slideshare.com
www.google.com
education14.blogspot.com