la pedagogía hasta la época feudal

Antiquity

Mesopotamia

In what became Mesopotamia, the early logographic system of cuneiform script took many years to master. Thus only a limited number of individuals were hired as scribes to be trained in its reading and writing. Only royal offspring and sons of the rich and professionals such as scribes, physicians, and temple administrators, went to school.^[17] Most boys were taught their father's trade or were apprenticed out to learn a trade.^[18] Girls had to stay home with their mothers to learn housekeeping and cooking, and to look after the younger children.

Vocabularies, grammars, and interlinear translations were compiled for the use of students, as well as commentaries on the older texts and explanations of obscure words and phrases. Massive archives of texts were recovered from the archaeological contexts of Old Babylonian scribal schools, through which literacy was disseminated. The Epic of Gilgamesh, an epic poem from Ancient Mesopotamia is among the earliest known works of literary fiction.

Egypt

In ancient Egypt, literacy was concentrated among an educated elite of scribes. Only people from certain backgrounds were allowed to train to become scribes, in the service of temple, pharaonic, and military authorities. The hieroglyph system was always difficult to learn, but in later centuries was purposely made even more so, as this preserved the scribes' status. Besides the scribes , the priests, and nobles knew how to read and write. The rate of literacy in Pharaonic Egypt during most periods from the third to first millennium BC has been estimated at not more than one percent.

India

In ancient India, during the Vedic period from about 1500 BC to 600 BC, most education was based on the Veda (hymns, formulas, and incantations, recited or chanted by priests of a pre-Hindu tradition) and later Hindu texts and scriptures.

Vedic education included: proper pronunciation and recitation of the Veda, the rules of sacrifice, grammar and derivation, composition, versification and meter, understanding of secrets of nature, reasoning including logic, the sciences, and the skills necessary for an occupation.^[26] Some medical knowledge existed and was taught. There is mention in the Veda of herbal medicines for various conditions or diseases, including fever, cough, baldness, snake bite and others.^[26]

Education, at first freely available in Vedic society, became over time more discriminatory as the caste system, originally based on occupation,

Two epic poems formed part of ancient Indian education. The Mahabharata, part of which may date back to the eighth century BC,^[27] discusses human goals (purpose, pleasure, duty, and liberation), attempting to explain the relationship of the individual to society and the world (the nature of the 'Self') and the workings of karma. The other epic poem, Ramayana, is shorter, although it has 24,000 verses. It is thought to have been compiled between about 400 BC and 200 AD. The epic explores themes of human existence and the concept of dharma.^[27]

China

During the Zhou Dynasty (1045 BC to 256 BC), there were five national schools in the capital city, Pi Yong (an imperial school, located in a central location) and four other schools for the aristocrats and nobility, including Shang Xiang. The schools mainly taught the Six Arts: rites, music, archery, charioteering, calligraphy, and mathematics. According to the Book of Rituals, at age twelve, boys learned arts related to ritual (i.e. music and dance) and when older, archery and chariot driving. Girls learned ritual, correct deportment, silk production and weaving.^[34][35]

It was during the Zhou Dynasty that the origins of native Chinese philosophy also developed. Confucius (551 BC – 479 BC) founder of Confucianism, was a Chinese philosopher who made a great impact on later generations of Chinese, and on the curriculum of the Chinese educational system for much of the following 2000 years.

During the Han Dynasty (206 BC- 221 AD), boys were thought ready at age seven to start learning basic skills in reading, writing and calculation.^[34]

The Greek and Roman Empires

Greece

In the city-states of ancient Greece, most education was private, except in Sparta. For example, in Athens, during the 5th and 4th century BC, aside from two years military training. Anyone could open a school and decide the curriculum. Parents could choose a school offering the subjects they wanted their children to learn, at a monthly fee they could afford.^[37] Most parents, even the poor, sent their sons to schools for at least a few years, and if they could afford it from around the age of seven until fourteen, learning gymnastics (including athletics, sport and wrestling), music (including poetry, drama and history) and literacy.^[37][38] Girls rarely received formal education. At writing school, the youngest students learned the alphabet by song, then later by copying the shapes of letters with a stylus on a waxed wooden tablet. The richest students continued their education by studying with sophists, from whom, they could learn subjects such as rhetoric, mathematics, geography, natural history, politics, and logic.^[37][38] Some of Athens' greatest schools of higher education included the Lyceum (the so-called Peripatetic school founded byAristotle of Stageira) and the Platonic Academy (founded by Plato of Athens). The education system of the wealthy ancient Greeks is also called Paideia. In the subsequent Roman empire, Greek was the primary language of science. Advanced scientific research and teaching was mainly carried on in the Hellenistic side of the Roman empire, in Greek.

Rome

The first schools in Ancient Rome arose by the middle of the fourth century BC.^[39] These schools were concerned with the basic socialization and rudimentary education of young Roman children. The literacy rate in the third century BC has been estimated as around one percent to two percent.

Normally, both boys and girls were educated, though not necessarily together.^[41] In a system much like the one that predominates in the modern world, the Roman education system that developed arranged schools in tiers. The educator Quintilian (one of the most important educators)recognized the importance of starting education as early as possible, noting that “memory … not only exists even in small children, but is specially retentive at that age”.^[42] A Roman student would progress through schools just as a student today might go from elementary school to middle school, then to high school, and finally college. Progression depended more on ability than age^[41] with great emphasis being placed upon a student’s ingenium or inborn “gift” for learning,

It has been argued that literacy rates in the Greco-Roman world were seldom more than 20 percent; averaging perhaps not much above 10 percent in the Roman empire, though with wide regional variations, probably never rising above 5 percent in the western provinces,^[44] and that the literate in classical Greece did not much exceed 5 percent of the population.

Europe (middle age)

During the Early Middle Ages, the monasteries of the Catholic Church were the centres of education and literacy, preserving the Church's selection from Latin learning and maintaining the art of writing. Prior to their formal establishment, many medieval universities were run for hundreds of years as Christian cathedral schools or monastic schools(Scholae monasticae), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the early 6th century AD.^[46]

The first medieval institutions generally considered to be universities were established in Italy, France, and England in the late 11th and the 12th centuries for the study of arts, law, medicine, and theology.[1] These universities evolved from much older Christian cathedral schools and monastic schools, and it is difficult to define the date at which they became true universities, although the lists of studia generalia for higher education in Europe held by the Vatican are a useful guide.

Cathedral schools and monasteries remained important throughout the Middle Ages; at the Third Lateran Council of 1179 the Church mandated that priests provide the opportunity of a free education to their flocks, and the 12th and 13th century renascence known as the Scholastic Movement was spread through the monasteries.

In the early Middle Ages, education was offered primarily to the clergy and to a few members of the ruling classes. Prior to the 5th-6th centuries C.E. scholarship and education were put primarily into the service of translating, organizing, copying and codifying of sacred texts, as well as materials from the classical era. Education was conducted primarily in cathedral and monastry schools, or in the private homes of the wealthy. Part of the emergence of cathedral and monastry schools came about through the reforms of Charlemagne. Charlemagne recognized that his empire would require the services of a body of well-educated clerical bureaucrats to survive. His decree and the creation of cathedral schools allowed intelligent boys from humle families to pursue an education that would eventually put them in line for the adminstrative tasks of the Carolingian empire.

The teachers in these schools such as those of those of Chartres, Orleans, and Reims were usually clerics, and the curriculum was generally infused with doctrinal themes and perspectives. Scholars and would-be scholars were expected to delve into the intepretative studies of sacred texts by the church fathers in exercises known as patristic exegesis. However, depending on their different regional locations and the composition of their teachers, the curriculum of cathedral schools tended to vary widely. School with teachers from Spain or who were recipients of the Islamic traditions in education would include mathematics, astronomy and the natural sciences into their teaching. Other schools proceeded in different directions: the school at Orleans offered studies in the classics, while Chartres specialized in mathematics and music.

Some of the earliest institutions of higher education to emerge in the early part of the middle ages were those in eastern Europe: the university at Constatinople was founded in 2 C.E. and others existed during the same period in cities such as Alexandria, Antioch and Athens.

One of the key figures in the rise of the medieval university was Pope Gregory VII. In 1079, he issued a papal decree mandating the creation of cathedral schools that would be responsible for educafting the clergy. This decree ultimately led to the proliferation of educational centers which evolved over time into the universities of medieval Europe. In Italy,the University of Bologna was founded in 1088 while the University of Paris coalesced out of a loose conglomeration of various monastry schools and the center at Notre Dame some time around 1119. In 1231 under the sponsorship of Robert Sorbon, a theological college was established. Over the centuries this theological college would evolve and emerge as the Sorbonne University of Paris.

In England various different colleges were established in Oxford between 1167-1185, and in 1209 the first college of the University of Cambridge was established. Some of the earliest colleges to have been formed included Balliol College founded in 1260 by John Balliol in Oxford. At Cambridge, Pembroke College was founded by Mary de St. Pol, wife of the Earl of Pembroke in 1347, and Corpus Christi College in 1352.

Questionary

¿Which were the first civilizations in applying pedagogy?

Mesopotamia, India, China and Egypt

¿During antiquity, who were assigned of literacy?

The scribes and the priests

¿Which kind of people had the chance to study?

Royalty, nobles and specific people with special charachteristics

¿How was religion linked to education?

Priests were on charge of education and they transmitted the religion to their students

¿What subjects did they teach?

They mainly taught general culture and religion

¿What kind of education was introduced in the Greek-Roman world, private or public?

It was private

During antiquity ¿who were more privileged about education, boys or girls?

Boys

During the middle age ¿who was in charge of education?

The Catholic Church

¿Who are considered the founders of universities in Europe?

The Jesuits

¿What kinds of methods were used in the middle age to educate?

They had much from the greek-roman world because they used the TRIVIUM-QUADRIVIUM method and the teacher had the absolute authority