Evolution of Educational Thinking (Unit 3. The Renaissance and the Modern…
Evolution of Educational Thinking
Unit 3. The Renaissance and the Modern Age
Importance of the New Science
From the intellectual point of view, modern civilization has been strongly conditioned by the development of science.
Juan Comenio, Education Reformer
Throughout the centuries, Juan Comenio (1592-1670) deserves a high position among the reformers of education.
The Education and the Reformation (of Luther)
For Luther, education was based on the instruction the child received at home.
Panorama of the Oriental Ideas
Eastern thought has often favored regressive social tendencies.
Unit 2. The Middle Ages and the Renaissance
The weak point of medieval education was its lack of interest in the experimental sciences.
The Pedagogical Ideals of the Renaissance
The Renaissance represents a new stage in human culture.
Scholasticism and Universities
To appreciate the achievements of scholasticism in the thirteenth century, it is necessary to understand the intellectual currents that originated it.
Evaluation of Humanistic Education
The advantage of the new system lay in its enthusiasm for the classics.
Unit 1. Ancient Education
At first Roman education was dominated by the family.
Greek Pedagogical Thought
In Athens, the pedagogical ideals suffered the influence of the social structure.
The Ideals of Jesus
The influence of Jesus on the pedagogical history of the West is enormous.
The Origin of the Public School
The oldest known education systems had two common characteristics; They taught religion and maintained the traditions of the people.
Unit 4. Current Education
The most important knowledge is the knowledge of oneself, it seems to take the path of becoming one of the dominant concerns of school education today.
One of the defenders of cognitive theories of learning is D. Ausubel, a psychologist who has tried to explain how individuals learn from verbal material, both spoken and written.
Adaptations to Social Reality
Like all human activity to interests, not always convergent or explicit, school education, in addition to meeting the complexity of all individual and collective behavior.
Neither the school can teach all the current knowledge in five hours a day, nor the
Student learns only at school.