History Of Educations - EDUCATION IN ANCIENT AGE / ANCIENT  

History Of Educations - Education is a human endeavor for the benefit of mankind. So when humans existed and still exist, education has been and is still there anyway. In fact, we can examine the practice of education from age to age have a line of equality. Equations or lines of red yarn that education is:

EGYPT - History Of Educations

Ancient Egyptians had known civilization and high culture. This proved to have been familiar with the letter heiroglyph writings (scriptures), has been known calendar (calendar) with the division of 12 months each year, has known irrigation and so on.

The purpose of education to human decency act in accordance with the teachings of religion. Given the subject matter is reading, writing, numeracy, language and science of measuring the land and astronomy. Despite having had the education centers in the temples (pyramid) in which there is a library and dormitories for teachers and students.

INDIA - History Of Educations

In tight / strict Indian society is divided by caste / levels. In the life of the famous Hindu religion in India there are 4 castes, namely: 1) Brahmins, 2) the Kshatriya caste, 3) the Vaishya caste, 4) Sudra caste (Syudra).

Life in India is not determined by the belief in god, but caste is determined by the level or earlier. The final goal of life is to attain Nirvana. The characteristics of education in India is:
Teaching religion in united numbers.

CHINESE - History Of Educations

China is unique in terms of culture and education. That is compared with other eastern countries. China has its own history. Chinese Culture Chinese original adalab not terbaur or mixed with a culture from the outside. The characteristics of education, among others:

Eminent educator and philosopher known at the time he LaoTse with the teachings of the Tao = the way of God who became very influential Taoist life and life of China. No less also influence Kon Fu Tse (Confucius) with the teachings of Li (etiquette, liabilities). Implementation of Education carried out in the family and school, principal lesson is to write and study the emblem emblem words that amounted to 50 000. In China also recognized the existence of employee education.

GREECE - History Of Educations

Ancient Greece was divided into Sparta and Athens. People concerned with the formation of Sparta strong patriotic spirit, and valiant. Sparta educational goal is to form citizens who are ready to defend the country (forming a gallant soldier)
.
The characteristics of education are:

While Athens is more mernentlngkan physical and spiritual health as well as living in harmony.

The characteristics of education in Athens are:

The main teaching material or hahan Athens nation is gymnastis (gymnastik) and music. The first one for physical education and another for spiritual education.

ROMAN - History Of Educations

At first educational purposes Rornawi adalab formation of human beings who are ready to sacrifice to defend the homeland. The core lesson is to prepare citizens to be tentara.Penyelenggara education is in the homes of the aristocracy. The materials include lesson mebaca, writing, and arithmetic. In the subsequent development of Roman brought by current flow and flow Epicurisme Stoa. Epicurisme flow argued hahwa human happiness will be realized when integrated with nature. True of the Stoics argued that the purpose of life is to attain virtue. Virtue would be achieved if human beings can adapt it to its natural din, because humans are part of nature. While the nature itself controlled oleb divine favor.
   
With the emergence of two schools of these ideals cjta atu tujuanRomawi rnembentuk beruhab of strong healthy man to defend the homeland (heroic virtue) to form a human a wise and prudent (goodness of humanity).

EDUCATION IN MEDIEVAL - History Of Educations
 
The main characteristics of education in medieval times were:

RENAESANCE - History Of Educations

Time of birth (Rehaessance) is characterized by efforts to assess, interpret, plan and if necessary criticized the enactment of classical culture (ancient).

The main characteristics of this movement are:

The state Education:
Humanism education purposes: forming manusla a bold, free and happy.
The purpose of education reform: the human form that is free from all sorts of ties.
The purpose of education Counter Reformation: Catholicism run mempertfnggi discipline.

The beginning of the 17th century or the last days of the 16th century emerged a new alira in education. The new flow is called Realism. The main characteristics of this flow are:

Realism argues that through education people should mernperoleh-depth knowledge and understanding. This can be achieved by exploring the issues through real world. To achieve a true knowledge productive way of thinking must be replaced dinggalkan and inductive way of thinking and prioritizing observations and experiences.

Figures in education is important and meritorious educational dish of the 17th century, among others:

18th century is often called the century of enlightenment (aufklarung). All efforts in every field of life all memerluken realignment. Need to be reorganized because of the century (during) the past is a dark period that does not provide a good life expectancy Iebih. Therefore it is necessary enlightenment. This is made ​​possible by the existence of rational thinking Iebih Iingkungan who want to be free from traditions and customs. For kaurn nationalists have lost rights to life (soul).
 

DARK CENTURY		Enlightening CENTURY
a.	Humans believe in the Lord with all his teachings.	human willingness to believe in her mind. Humans believe that happy is the man himself, not the love of God.
b.	Humans are bound by the rules and ketentua church.	Humans want to be free from all ties that bound both bonds church and state.
c.	Humans created to serve the church, education organized by the church and serve the church.	People want the freedom of education without the intervention of church and state.

Prominent figures in the 18th century are: History Of Educations

1. IJ Rousesau bahhwa argued on the basis of (origin) of his rnunusia good, be bad (evil) because of his environment. Basic education according to Rousseau is the disposition and purpose of education is to form the free man. The nature of education is individualistic and individual (child) it should be kept away from the influence of society and even kept away from his parents. The results set forth his ideas in the book Le Contract Social contain about science and Emile state that contains how to educate a child to adulthood is good and right.
2. John Locke (1632-1704), he was a philosopher and physician who psychologist JI Locke argues that the soul is born when empty and passive. The soul at birth with a tabula rasa (table candles) or a shett of paiper (a sheet of paper) of pure white. J. I Locke a empirist, he stated that empirist (experience) is the source of knowledge. On the issue of education Locke argues that education is power even omnipotent. He does not believe in the existence of innate (talent). The purpose of education according to him is to set up a one kasatria (gentleman) a pious and useful to live together in society. As a physician (doctor) he stressed the importance of physical education. Locke also was a deist (De = Deus = God). But he would not accept the dogmatic religious teachings (rigid, frozen, innocent). For him religion is the reason. By then he noticed karenat decency education. Humans must be able to munguasai yourself and have hargadiri. Children must obey without reward or punishment. History Of Educations

19th Century world experiencing acceleration (acceleration) in any field of life because dilhami French revolution and industrial revolution. With the spread of Enlightenment ideals that human beings are born free mengumandangk motto and have the same degree, rnereka (third caste, outside the religion and the nobility) egality demanding fraternity and liberty. They demand not only in providing education reserved for nobility and the religious only. People began to realize that the school as an institution essential to achieve progress in every field of life. Progress of thinking through the merits of science and knowledge to bring developments in the industry. Mechanisms in production to replace human hands. So the industry was experiencing accelerated the progress of the leap. So it is sensible if the budang education and teaching in the 19th century it's been progressing well. Developments that include education per head should be replaced with a classical system.

Opinions Pentalozzi JH Pestalozzi place great importance on family education. Families according to Pestalozzi is the key to the success of education. The essence of education is moral education and pendidika keagaman. Basic education according to him is the nature of children and the educational objectives to develop all the child's ability to achieve true humanity. It is the duty of educators so that children can niengentaskan itself (can live independently). As a learning tool according Pentalozzi the proper method is the method of demonstration.

Kindergarten Friedrich (1782-1852), a very loving child with the world her children. He argues that the source of all sources of all things is God. Each man has an impulse. The task of educators is to develop the urge accurate manner in order that human beings have a manners and culture can create and maintain and promote the culture. Right education is education that takes into account the needs of the rapprochement between the natural children. Perinsip kindergarten is the child's education should be made ​​active, active play and active work and active practice. Perinsip didaktiknya is teaching should start from a simple, easy rise to things that are complex, difficult.

Principles of educational thought of the 20th century:

1. Education / teaching of the old passive replaced by education that makes active children.
2. Long education is teacher centered, according to a new thought should be the pupil Centerd. Children as subjects students.
3. Education must diindividualisasikan.
4. Education aims at forming a human who has personal integrity and responsible timggi.
5. Education should be able to prepare the child into the world of work, in society.

1. Montessori: The principle of Montessori education that you want is freedom / independence. Montessori argued that humans are creatures who have the power within. Dalammenyiasati teaching he does not agree with the punishment. The punishment will come from the children themselves when the boy failed and make mistakes. The basic principles of Montessori teaching methods: 1) the principle of freedom, 2) scientific principles, 3) the principle of its own activity. Agree with the Montessori method of delivering course material by the method of demonstration. These exercises are given appropriate didactic principle that a sequence from easy to difficult. These exercises include: 1) muscle exercises, 2) exercise tools Dria and 3) exercises reasonable.
2. Dr. Ovide Decroly (1871-1932). He became famous for his motto: I'ecole pour la vie par la vie (school for life by life). Its meaning is that the child is a man who is always growing and evolving. They must be prepared to face the social life. So schools should be closely linked with life. Montessori discover and then develop the theory of globalization and the center of interest. Globalization (Germany: gestall) is in observing was nothing at first revealed that the overall impression of something new and then followed its parts. About the center of interest according to O. Decroly there are four centers of interest are: 1) food, 2) clothing, 3) self-defense, 4) play and work.  History Of Educations
3. John Dewey, he adherents of philosophical school of pragmatism. A pragmatist, argued that a true knowledge if that knowledge is useful in solving life problems. So it contains practical value. Education has two aspects namely the psychological aspects and sociological aspects. Psychological aspect means every child has the powers or the potential to be developed. Sociological aspect is that the development of power or potential is directed to bremanfaat in social life. Dewey opposed to "hear the school" who did not pay attention to the interests and instincts of children. According to J. Dewey instincts have 4 children that need attention: 1) instik society, 2) the instinct to form something, 3) investigate instincts, and 4) artistic instincts.

In accordance with the concept of school work, Dewey argued that a good school is a school in a small community. Its meaning is the school is a place of work, real work direct practice. Cored sequence of lesson activities: 1) hunting and fishing lessons, 2) mengembala, farming and trade, and 3) industry.

With the tampilkannya figures along with the concept of education is not to say we have to admire these figures, which we admit is brilliant brains, and took over the course of opinion (the concept) it.

From the history of education that we can take advantage, where appropriate we can use and which ones should be discarded as unsuitable. Because not all concepts can be applied in all the time, place and atmosphere.

Example: History Of Educations

Dewey School for example for most countries is too expensive. In addition to the weaknesses that do not pay attention to such fundamental aspects of morality (spirituality) religion / divinity. Similarly Montessori, the child's social aspects and less attention Montessori school is very expensive. The Montessori educational system is also highly intellectualist being too concerned with prkembangan sense, the feeling is less a place. He was too much emphasis on the development of tools Dria, in addition to his services to the principle without the development of children and educating children to become independent. History Of Educations