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The education was developed do train scribes and priests with: basic reading, writing, religion, law, medicine and astrology. Whith priests being teachers. thecentre of learning was the libray, and students could only go there with the superrvision of a priest

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Vida cotidiana na Mesopotâmia - Apaixonados por História

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The education was cotroled by priests, they teached pratical subjecs such as science, medicine, mathematics, geometry, architecture, engneering, and sculpture.

at the age of 5 pupils entered writing school, at the age of 13 or 14 they where given pratical training in ofices.

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the goal of greek education was to prepare the chil for adult activities as citizen.

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The boys in sparta were obligated to leave home at age 7, from this age to 18 they underwent an increasinly severe course of training. They worked at gymnastics and other phisical activities . They where submited to srict discipline and phiscal punishment.

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there the ideal citizen was a person educated in the arts of both peace and war . the military trainig started at the age of 18. Boys learne gymnastic after the elementary school, they also learned how to play lyre and sing, to count, read and write, but the literaturewas the heart of athenian education, their poems and national epics where a vital part of athenian life

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Rome's military conquest of Greece in 146 BC led to Greece's cultural conquest of Rome, with Greek education influencing Roman education. Before the conquest, Roman boys were educated at home, learning from their parents. However, Greek influence introduced book learning into Roman education. Children of all classes could attend ludus publicus at the age of 6 or 7, where they learned to read, write and count. Upper-class boys went to primary school at age 12 or 13 to study Latin or Greek, grammar and literature. At age 16, those seeking public service training studied public speaking at rhetoric schools. The Romans emphasized literature and oratory over non-utilitarian Greek studies such as science and philosophy. They prioritized grammar and oratory to develop good speakers rather than well-rounded individuals. The Romans prioritized practical skills in education, leaving a lasting impact on language and educational practices in Europe.

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We can recognize traces of the Spartan tradition in medieval education. Students were educated according to the conservative thinking of the time and education developed in line with the strict dogmas of the Catholic Church. It is worth noting that until the 17th century, moral values ​​and even the professions responsible for ensuring subsistence were transmitted largely within family circles, and these values ​​and codes of conduct were deeply influenced by religious thought. Unlike Greek and Roman schools, which sought to prepare men for this life, religious schools sought to prepare for life beyond the grave through the contemplation of God during their life on earth. The schools taught Latin, so that they could copy and thus preserve and perpetuate the writings of religious priests. On the other hand, with the Religious Reforms and the Renaissance, a new era began for the West and was marked by the resurgence of Athenian ideals in discourses on the objectives of Education.

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The essence of the Renaissance, which began in Italy in the 14th century and spread to northern European countries in the 15th and 16th centuries, was a revolt against the narrowness and supernaturalism of the Middle Ages. The early humanists of the Renaissance drew inspiration from ancient Greek literature and aimed to develop man's intellectual, spiritual, and physical powers for the enrichment of life through education. Humanists added history and physical activity to the seven traditional liberal arts, focusing on Greek and Roman literature. Innovative schools, such as Vittorino da Feltre's Casa Giocosa in Mantua, Italy, embodied these Renaissance ideals while offering an exciting and enjoyable education. Students studied a wide range of subjects, focusing on Greek and Roman literature, and engaged in physical exercise and games for holistic development. Although humanist ideals did not reach the lower classes, they had a significant impact on the secondary education.

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Renaissance Education: Looking to the Past to Chart a Course for ...

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Found on Google from educationalrenaissance.com

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During the 17th century, there were significant changes in philosophy that influenced education. Sir Francis Bacon criticized traditional teaching methods and called for a more empirical and scientific approach to knowledge. He believed that education should focus on the exact sciences rather than just logic and rhetoric. René Descartes emphasized the importance of human reason and thought, stating that only what reason recognizes can be considered true. Other philosophers such as Benedict de Spinoza and Gottfried Wilhelm Leibniz also emphasized the importance of rational thinking in education. Despite these philosophical advances, royal schools often fell short of these ideals, especially in elementary education. However, the Protestant Reformation brought change, with figures such as John Wycliffe and Martin Luther advocating widespread education and access to original texts. Protestant schools, initially supported by the church, ended up becoming the responsibility of the state in the 18th century. Overall, the 17th century saw a shift towards a more empirical and rational approach to education, although practical implementation often lagged behind philosophical ideals.

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It was this model of school education centered on the figure of the teacher as a transmitter of knowledge that expanded throughout the 18th and 19th centuries, driven by the Industrial Revolution and the resulting urbanization and population growth. In addition, the strengthening and expansion of democratic regimes influenced the demand for access to school as a citizen's right, and education began to be assigned the task of forming citizens, aware of their rights and duties and capable of exercising them before society. From the mid-19th century onwards, therefore, the hierarchical and authoritarian model of education that characterized school institutions until then began to be questioned by educators such as Maria Montessori, in Europe, and John Dewey, in the United States. Driven by the development of psychology studies on learning and human development, and with criticisms of traditional pedagogy and the way in which curricular content was imposed on students, these and other educators began to demand the active participation of students in the learning process. In this way and as previously mentioned, these proposals rescued Athenian principles of education by valuing the student's previous experience and their knowledge prior to school learning. Through this path, one can better understand educational methods and theories, as we observe traits present in current educational practices that refer to the legacy left by the educational models analyzed so far.

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Modern Education: Meaning, Purpose and Benefits - BrightChamps Blog