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History and philosophy of education - Introduction to Education

Introduction to Education

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History and philosophy of education - Introduction to Education

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  1. History and philosophy of education: Introduction to education EHC By Mr. KANGWA D.

  2. Unit 1.1 INTRODUCTION TO EDUCATION. LEARNING OUTCOMES • At the end of this lesson you should be able to: • Define education • List definitions of education by different scholars • Discuss the terms education, schooling, instruction, indoctrination and culture • Cite types of education

  3. What is education? • The term, education originates from two Latin words: • ‘educare’ : which means, ‘to guide’, ‘to bring up’ or ‘to direct’, • ‘educere’: meaning, ‘to raise up’, ‘to draw out of’, or ‘to lead out of’. In essence, the term suggests maintenance and transmission of life through endowing one with intelligence, industriousness and ensuring progress. (Taneja, 1990)

  4. …What is education? • Therefore, it’s a process of extracting the latent potentialities of comprehension and dedication in the child’s mind. • Involves bringing forth, bringing up, training and teaching. • a process by society to form, train and teach its members, especially the young ones, to think and behave according to the norms of society in order to perpetuate and transform it. • Its not merely acquiring knowledge or experience but its the development of habits, attitudes and skills which help a person to lead a fulfilling or worthwhile life. • According to Mahatma Gandhi, education means an all-round drawing out of the best in the person.

  5. Education, therefore- “Leads to individual creativity, improved participation in the social, economic, cultural and political life of society, and hence to a more effective contribution to human development”, (Kelly, 1999:03).

  6. Other educational experts on education • Snelson: the means whereby one generation transmits the wisdom, knowledge, and experience which prepare the next generation for life’s duties and pleasure; in short, education is a condition of human survival. • Aristotle: Defines education as the creation of a sound mind in a body. • Pestalozzi: defines education as the natural, harmonious, and progressive development of man’s innate powers. • Adams: Defines education as a conscious and deliberate process in which one personality acts upon another in order to modify the development of that other by communication and manipulation of knowledge.

  7. Cole, (1997:271) defines education as “any long-term learning activity aimed at preparing individuals for a variety of roles in society: as citizens, workers and members of family groups”. • It is a life-long process. • entails transmission of knowledge, values and attitudes worth upholding. • Ideally, one is prepared to successfully and creatively respond and cope with their immediate environment at present as well as in future.

  8. conclusion • In a narrow sense: Education means the modification of children’s behaviour. • it allows them to adjust themselves according to their nature (here nature includes physical, mental, and intellectual aspects of an individual).  • From instinctive to rational human behaviour. 2. In a broader sense:the process of children’s development from infancy to maturity. • an attempt to develop a human being. • the total effects of the various influences of the environment which act on the child’s personality. 3. In the sense of human society: Education is a condition of human survival. • the means whereby one generation transmits all of its wisdom, knowledge, and experience to the next generation so that it can survive. • Education is an act of training. • Therefore, education may be said to be the process by which human kinds continuously works out into fruition of its own inner nature; it is a person’s means of realizing his destination; of reaching his goal or her goal or largest power which is happiness and service.

  9. TASK 1 • Define education in your own words. [3 marks] • Outline any four (4) aims of education. [8 marks] • Give an example of a classroom activity which a teacher can use to emphasize the following aspects of the meaning of education: • Educare: [3 marks] • Educere: [3 marks] 4. Explain why a teacher should understand the etymological meaning of education. [3 marks]

  10. TYPES OF EDUCATION • OBJECTIVES: At the end of this Lesson, learners should be able to: • Define different types of education. • Explain the characteristics of the different types of education. • Give examples of the different types of education. • Compare different types of education.

  11. TYPES OF EDUCATION • A) FORMAL EDUCATION • B) NON-FORMAL EDUCATION • C) INFORMAL EDUCATION

  12. FORMAL EDUCATION Formal education is basically an • Institutional activity, • Uniform and subject oriented, • Full time, • Sequential, • Hierarchically structured, • Leading to certificates degrees and diplomas.

  13. CHARACTERISTICS OF FORMAL EDUCATION • Full time education. • Technical and professional training. •  A variety of specialized programmes. •  Running from primary school through theuniversity. • Chronologically graded education system.

  14. NON-FORMAL EDUCATION Any organized education activityOutside the established formal systemwhether operation SeparatelyorAs an important feature of some broader activity that is intended to serve Identifiable learning clienteles and learning objectives.

  15. CHARACTERISTICS OF NON-FORMAL EDUCATION • It is flexible • It is life, environment and learner oriented. • It is diversified in content and method. • It is non-authoritarian. • It is built on learner-participation. • It enhances human and environmental potential.

  16. INFORMAL EDUCATION • The truly lifelong process, whereby every individual acquires attitude, values, skills and knowledge from daily experience.

  17. CHARACTERISTICS OF INFORMAL EDUCATION • Informal education is the least controlled, that’s why this type of education can not be excluded of somebody’s life. • Informal education consists of accidental, unclear, quantitative information. • Informal education refers even to emotions, feelings, beliefs etc. • Informal education offers responsiveness ready response when interact with environment. • Informal education offers possibility to freely act in unknown situation. • Informal education offers freedom of self-formation

  18. ASSESSMENT • Define any three (3) different types of education. • State any two (2) characteristics of each of the three types of education. • Give an example for each of the three different types of education. • Outline any three (3) similarities of the three types of education.

  19. TRADITIONAL EDUCATION IN PRE-COLONIAL ZAMBIA

  20. LEARNING OUTCOME After completing this lesson, you should be able to: • Describe what traditional educational involved and how it was taught • Draw conclusions about the aims of traditional education • Describe the goals, contents and methods of indigenous education in Africa Introduction

  21. Introduction • Indigenous education is an example of informal and formal education. • Generally, its a typical education system that existed among African communities before the coming of missionary or western education. • It varied according to the geographical setup or environment, cultural beliefs and customs; however, its general nature was common to all tribes. (Snelson, 1974).

  22. Philosophical foundation of education in African indigenous societies • Education in African indigenous societies, did not develop from nowhere, it had its own philosophical bases upon which it was built. • African Philosophy: Family-hood and Religiousness

  23. CHARACTERISTICS • Communalism: bring the child within the community by the community and for the community. • Functionalism: Prepare children to their future role in the community as father or mother and production unit. • Holisticism: Multiple learning. • Preparedness or preparationism: prepare children to become useful members of the community.   • Perennialism: ensure the continuity of cultural heritage.

  24. Goals of aie • Fafunwa (1974) to produce an individual who is honest, respectable, skilled, and co­operative conforms .to the social order of the day.

  25. main objectives of aie • To develop the child’s latent physical skills • To develop character • To inculcate respect for elders and those in position of authority • To develop intellectual skills

  26. main objectives of aie 5. To acquire specific vocational training and to develop a healthy attitude towards honest labour. 6. To develop a sense of belonging and to participate in family and community affairs 7. To understand, appreciate and promote the cultural heritage of the community at large. (Fafunwa, 1974, p.20)

  27. curriculum/Content of aie • The content or subject matter of traditional educational systems emanated from the physical, social and spiritual situations of pre-colonial African societies.

  28. The curriculum • The physical exercises, this includes: wrestling, games which required strength. This was meant to enhance physical fitness, to strength them so that they can be the defender of the community in case of external attack. • Economic: children were taught how to be productive and useful to the community; this includes the teaching of art, potteries, basket making…

  29. The curriculum • Teaching of religious beliefs, morals, ethics, how to perform rites • History was taught orally (story of the family, clan…), this was meant to help children to understand why they had to keep things, beliefs…, as they are.

  30. The curriculum • The teaching of history, ethics, morals and religions was done through tales, legends, riddles, proverbs. • They frightened the learners in order to make them obey and respect rules, laws and mystics, beliefs which were the base of the community.

  31. Methods of aie • Both theoretical and practical approaches were employed in teaching, with pupils being encouraged to recite poems, riddles and songs, etc. "Schools" and "classes" were usually held in secluded places or at the king's or chief's palace. • The graduation was after learners sufficiently mastered their courses it was often marked by feasting, ceremonial dancing and rejoicing (Tiberondwa, 1978).

  32. Methods of aie • Through assignments under the supervision of older members of the community who correct their mistakes. • Through being given lectures on special topics of life. • Through song and dance which highlight moral lessons, cultural heritage and skills. • Through initiation ceremonies in which they are taught the secrets of society and mysteries of life. • Through folk stories in which the youth were taught to uphold values and avoid vices.

  33. Methods of aie • Through proverbs and riddles, parables to pass on messages to the children and train them to think for themselves. • Through practical involvement such as accompanying older people to learn how certain duties are done. • Through question and answer in order to find out whether children understand certain teaching. • Through apprenticeship in specialized areas for example, blacksmiths, rainmakers and herbalists. • Through peer group where members learn from one another.

  34. Merits of African indigenous education • Indigenous education stressed on togetherness or unity as well as understanding of the rights and obligations of each individual and working together within the community. • It involved children in real life. Indigenous preparation was guides by the principle of learning by doing “theories come from practice”, children received functional learning which largely prepared them to live and to work.

  35. Merits of African indigenous education • it sought to develop the person as a whole, (socially, spiritually, politically and economically) by providing them with learning opportunities on the various areas of life. • Additionally, it was practical in nature and actively involved the learners, thereby guaranteeing high retentions levels of information. • It was uniting as it involved the community as a whole and so much centred on the person as an individual

  36. Weaknesses of African indigenous education • AIE was conservative and there was very little hope or room for modification. This could entail that if need be for change it would not possible to effect the change because it was ‘traditional’ to do it that way. This could be very retrogressive in a situation like sexual cleansing in this era of HIV/AIDS as many people would be infected through this practice. • it did not provide room for documentation of information so that it could be reliably referred to in future. Then if adjustments were made here and there, it would not be easy to tell since there was no written record.

  37. Weaknesses of African indigenous education • Snelson (1974:3), argues that,” it aimed not so much to develop a young person’s individuality or competitive spirit as to encourage conformity to community norms, and to demonstrate the arts and science of living as a member of a community and playing one’s role for the well-being of society”. • Indigenous education on the other hand employed fear rather than a logical explanation for why certain things were taught.

  38. Weaknesses of African indigenous education • did not have a specific and organized syllabus. (environment determined the nature of occupations in pre-colonial Africa). • Was centred on particular society and clan units.it readily responded to the needs of a particular tribe or region. • Most African communities  were not literate and therefore illiteracy was perpetuated.

  39. Weaknesses of African indigenous education • it emphasized specific roles for boys and girls consequently women  were usually not involved in governance affairs of the community • relied much on oral tradition  where by many stories given by elders could not be proved scientifically. Through oral tradition elders had a tendency of having bias toward their society

  40. Weaknesses of African indigenous education • The programs of teaching were restricted to a certain period in life of an individual, especially at the time of initiation. the education system did not have specific program for older people • Pre-colonial African education lacked a social philosophic base that could have introduced a sense of uniformity and conformity. There was absence of common language that could have united all communities that ensuring  skills are not confined within one particular community

  41. Summary • AIE was meant to give learners the sense of belonging to their community, to prepare for life and for their roles in the community to teach them how to conserve the beliefs and rites of the community. • It had values which are important in modern societies, values such as: “sense of belonging, togetherness, protection of the common goods and the spirit of serving the community. • Kelly (1999), among other scholars arguesthatthiseducationwasrather meaningfulasit focused on the real life situation of the learners and most of all, it aimed at serving the needs of its immediate environment as seen from the five main components/characteristics.

  42. ASSESSMENT • State three (3) reasons why you think Traditional African Education is better than European Education. • Mention two (2) functions of African indigenous Education for: • An individual • A community 3. Give five (5) reasons why African indigenous Education is important in the development of Zambia.

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