Primitive education aimed to ensure group survival by restricting members' activities to essential tasks like feeding and protecting the tribe. Learning occurred through observation, demonstration, and learning from consequences rather than organized instruction. Oriental societies saw the rise of social classes, religion, literacy among elites, and vocational training. Egyptian education focused on practical skills through apprenticeships while Greek city-states like Sparta and Athens differed in their aims and processes of education, but both emphasized physical and intellectual development for citizenship.

1. LORENJONE S. VALDEZ
Discussant

2. OBJECTIVES:
• Cite contribution of early civilization to
modern day education and culture.
• Describe the Roman Education and their
practices.
• Realize the important influences of
Ancient Roman Education.

3. PRIMITIVE EDUCATION
• Education is as old as life itself and must
have passed on to their offspring,
consciously and unconsciously, organized
or unorganized, certain skills and attitude
that enabled them to survive.
• Primitive education strives to secure the
continued existence of the group by
restricting the activities of its members.

4. Primitive Education is
Relatively Simple
Mans’ activities are to feed, clothe, shelter
and protect himself and those dependent to
him.

5. Has Narrow Social and
Cultural Contacts
• His tribe is small area but the life of the tribe bounds the
world oh his thinking and his sympathies.
• People are extraordinarily conservative and prone to
superstition. They cling with great tenacity to old ideas and
ways of behaviour. They believe in magic and in unseen
beings, ghost, spirits and deities. Illness, famine and storms
are attributed to actions of ill-disposed spirits. The safety
of the group depends on witch doctors and faithfulness
with religious duties and ceremonies.

6. The Organization of Primitive
Life is Tribal not Political
One function of education is to enable one to
live with his relatives.

7. The Absence of Reading and
Writing
They possessed the art and information but
they lack the methods by which they collected and
available for use. They have stories, songs,
implements and institutions but their educational
activities are directed to the transmission of learning
and not to the learners’ development or the increase
of knowledge or the discovery of new skills.

8. WAY OF LEARNING DURING
THE PRIMITIVE PERIOD
• Observation of activities in which they will
later be participants
• Simple telling and demonstration of how
things are done.
• Learn from consequences to avoid that
which is dangerous.

9. The only Educational Program found in
the primitive societies is the participation of
the young in rituals and ceremonies and in
the incidental apprenticeship to the
activities of the family and the tribe.

10. (The Transition period between the
Primitive and Classical Era)

12. Significance of Oriental Education
• Man started to domesticate animals, practiced agriculture,
developed arts and crafts, made weapons, constructed
buildings and device transportation which increased
knowledge and social relations.
• Man created basic institution which increased knowledge
and social relations such as family life, the priesthood,
commerce, the state, and industrial organizations. Through
these, they were able to extend his language, created
traditions and myths, devised symbols and signs to unfold
his activities and taught, and give expression to poetry,
music, and dance.

13. • The family became the basic unit of the
society.
• Society was divided into classes.
• Government was transferred to despots who
had absolute power.
• Religion transcended nature worship and
animism with its bewildering number of
gods and goddesses.
Significance of Oriental Education

15. • The father transferred to his son the necessary
skills to run his life.
• On the higher social circles, boys were train to
read and write by Scribes. Literacy was needed
because of the organization of the state is staffed
by civil officials. The court school was an
apprenticeship in the duties of royalty where court
officials taught a group of boys aspiring for office.

16. Three Aspect of Egyptian Education
• Vocational Training
• Learning to write
• Good conduct
These are not separate subject but correlated activities.
Only knowledge and activities that are useful were being
transcended. An Egyptian boy prefers application and does
not reach a high level of theoretical intelligence. They were
motivated by appealing to their ambition and by punishment.

17. TEMPLES
Became the centers of higher and advance
learning. The high Priest taught applied
Mathematics, Physics, Astronomy, Architecture, and
embalming. Education in Medicine, Priesthood, and
Military is acquired by parental apprenticeship.

18. Decline of Egyptian Progress
and Education
• Teachers were obstinately conservative
• Formalism (any practice or ideas became the fixed habit of
the people)
• Egyptian were mentally lazy
• The incapacity of Egyptian Mind to ascend from the
practical and empirical to the scientific and universal.
• Conceptual thinking, reasoning, creative imagination and
intellectual curiosity were foreign to them
• They don’t have love for knowledge for its own sake.

20. The beginning of creative activity and logical
thinking that have made for genuine intellectual
progress, the Greeks are nation of the Aryans and the
Germanic people. The Greek state favoured a small
and separate political unit so that each citizen could
participate directly to civic and military affairs. Greek
Cities were totalitarian and claimed full authority over
the life of individuals (Greek considered to be the road
to honor and glory). Marriage was duty to the state
and a matter of religion and patriotism. To fulfill well
the duties of citizenship was the chief essential of
Greek Morality.

21. SPARTA
ATHENS

22. (The conquerors- strong and hardy, physically fit, terse of
speech, austere, full of valor)
The Spartans

23. The government of Sparta prevent the citizen from
being centered upon any public interest. Family life was
reduced to minimum because they believe that this may lead
to money making, which results to social inequality that may
lead to the danger of the group. Their constitution reads more
like a description of military academy than a government.
Life of the individual was absolutely subservient to the public
welfare. Public authorities decide whether marriage is
sanctioned or forbidden and children belong to the state. A
Spartan has all the time for the art of war, and training of the
soldier. Every man was the father and schoolmaster to every
Spartan boy.

24. Aims of Education
• To develop the capacity of the men only for war.
• Inculcate courage, endurance, respect for elders, loyalty and
obedience to authority.
• Provide complete training of children which began at birth. (For
seven years he will be taught by his mother with the most
austere discipline.)
• The Paidonomous (youth commander/ drill master) will
supervise their training into full citizenship when they reach the
age of seven.
• At eighteen, they become a military recruit
• At twenty, they become a soldier of the state. (Girls are to be
prepared to bear healthy children at this age.)

25. Concern of Spartan Education
• The highest ideals of valor.
• Uncomplaining endurance of pain and
hardship.
• Unfaltering devotion to the state.

26. THE ATHENS

27. Athenians are known to be inventive, versatile,
enterprising, self-confident, and extremely
artistic. They are shallow and temperamental,
talkative, pleasure loving, and incapable of a
deep sense of obligation to moral law. The social
scale is composed of the citizens who own the
land, the aliens who are engaged to commerce
and manufacturing, and the saves.
Athens is the first state in the world where
all human capacities were allowed to develop
freely. Education is a family prerogative.

28. Aims of Education
To produce a young man who would be
charming in person and graceful in manners.
A beautiful soul in a beautiful body.
(embrace external and internal beauty,
physical and mental harmony)

29. Process of Education
• Up to the age of seven, the mother watched over his character,
make him healthy and decent.
• At the age of seven, boys were taught intricacies of manners and
morals and assuring save delivery of his ward by a Paidogogus
(slave but very learned).
• At the age of 14, education was over for boys due to none
existence of higher education (only private and secondary
education. It is in school where they learn to write, read, do
arithmetic, gymnastic and music. (Even after schooling, the state
provides public gymnasium called Palaestra.
• At the age of 18, he became an Ephebos, an apprentice
militiaman.
• He would be in assemblies, councils, lectures, tournaments and be
assigned to a frontier for a year to become a soldier.

30. Three Types of Teachers
• KITHARIST – teacher of music. Poems and
stories were taught accompanied by music. Music
is taught to mold character.
• GRAMMATIST - teacher of letters. Taught
reading, writing, and rudimentary arithmetic.
• PAEDOTRIBE – teacher of gymnastic.
Gymnasium was used for physical exercise which
later on became an academic secondary school.

31. After the Fifth Century B.C.
Greater emphasis was placed upon the teachings
of Sophists (scholars who give free education).
They emphasized the development of reasoning and
critical thinking.
• Grammar
• Rhetoric
• Oratory

32. • The Rhetorical School- prepares the young
for public careers initiated by Sophists.
• Philosophical School- teaches
philosophical traditions initiate by Socrates,
Plato and Aristotle.