Past Movements in Education and Analysis of Curricuar Reforms in the Elementary, Secondary and Tertiary Levels

Topics: Education, History of education, Curriculum Pages: 34 (7544 words) Published: March 28, 2013
Polytechnic University of the Philippines
Doctor in Educational Management

The Past Movement for Social Change in the Educational System & Analysis of Curricular Reforms in the Elementary, Secondary and Tertiary Levels

A Written Report in
DEM 736-Systems Analysis in Education

Submitted to:

Subject Specialist

Submitted by:

DEM Student

March 16, 2013


Education has always been considered a very important basic tool in improving not just the quality of an individual’s life, but in achieving overall social and economic progress of the whole nation as well. For an individual, it must be treated as a continuous process that should not end when graduation rites in each particular level of schooling are being held. True education is life, it must always be a part of our daily living, whether through formal or informal means. Educational systems in general, and educational curriculum in particular, also need not to be static. The curriculum should respond to the demands of a fast-changing society. To some extent, it should also be global or internationally-aligned. These are the reasons why foreign and local educational educators in the past and until now have been introducing educational reforms and innovations. They have been searching means to address the problems being met in the implementation of a certain curriculums and to ensure the total development of every learner.

I. The Past Movements for Social Change in the School System Social change affects education. Centuries ago, pioneers of education have sought to introduce renewal in education. Their ideas were far ahead than the actual renewal that took place later on. Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius

-“Father of Modern Education”
Most permanent educational influences:
a. practical educational work
Comenius was first a teacher and an organizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university. Didactica Magna is an educational treatise which aimed to seek and find a method of instruction by which teachers may teach less but learners may learn more, by which the school may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment and solid progress; and through which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the other hand, more light, orderliness, peace and rest. b. formulating the general theory of education

In this respect he is the forerunner of Rousseau, Pestalozzi, Froebel, etc., and is the first to formulate that idea of “education according to nature” so influential during the latter part of the eighteenth and early part of the nineteenth century. c. the subject matter and method of education

-exerted through a series of textbooks of an entirely new nature His published works:
Janua Linguarum Reserata (The Gateway of Language Unlocked) - contained his conviction (certainty) that one of the prerequisites for effective educational reform was a fundamental change in language of instruction. Orbis Pictus (The World of Sensible Things Pictured) - contributed to the development of the principles of audio-visual interaction. It was the first successful applications of illustrations to the work of teaching, but not the first illustrated book for children. Schola Ludus (School as Play) - a detailed exposition of the doctrine that all learning should be made interesting, dramatic and...
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