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The History and Philosophy of Education PDF

760 Pages·1965·29.926 MB·English
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£ ;|:r.‘Jit Mehdi Nakosteen, Ph.D., Cornell University, is Professor of History and Philosophy of Education at the University of Colorado. He previously taught at the University of Denver, Colorado State College of Education, and the Uni­ versity of Hawaii. Professor Nakosteen holds memberships in leading educational societies and is author of several books on the philosophic, scientific, and religious aspects of education. THE HISTORY AND PHILOSOPHY OF EDUCATION ¡ 4 ^ MEHDINAKOSTEEN University of Colorado THE RONALD PRESS COMPANY • NEW YORK Copyright © 1965 by The Ronald Press Company AU Rights Reserved No part of this book may be reproduced in any form without permission in writ- ing from the publisher. Library of Congress Catalog Card Number: 65-12757 PRINTED IN THE UNITED STATES OF AMERICA Joseph Carl Alan Richard Robert Anthony PREFACE This book traces the development of educational theory and prac­ tice in Western tradition, particularly in the United States. It indi­ cates and elaborates upon the influences of the Eastern and early Christian cultures in the development of Western education, and places the contributions of these various ancient cultures in their proper perspective. Any evaluative analysis of the history of educational theories should be made in the setting of the history of educational practices that have given rise to them or have constituted testing grounds for their validity. A critical survey of the history of educational practices, on the other hand, should view them, at least in part, as responses to edu­ cational theories that have sustained and directed them. This con­ sideration of the interplay between theory and practice is the basis upon which the contents of this text are organized. The student of the history of educational theory and practice should keep his eyes keenly focused on educational problems and issues con­ fronting us today that have also confronted other peoples and cultures for the past three thousand years. How effectively this is done would depend largely on two basic factors—the background from which these issues and problems are studied, and the attitude with which their theoretical premises are valued. The questions at the end of each chapter are intended as much for further study of the main themes of these chapters as for evaluation of materials covered in them. Since the text is written for those stu­ dents who are training to teach or engage in other educational ac­ tivities, as well as those already serving the American educational enterprise, the questions, research and study topics, and selected ref­ vi PREFACfi erences are designed to help these students and practitioners to think deeply on educational problems and issues of immediate concern and significance. The author wishes to acknowledge the kindness of the following publishers for granting permission to quote from works they have published: American Book Company, History of Educational Thought by Robert Ulich; Houghton Mifflin Company, The History of Educa­ tion by E. P. Cubberley; The Macmillan Company, A History of Edu­ cation During the Middle Ages and the Transition to Modem Times by Frank P. Graves; Prentice-Hall, Inc., The History and Philosophy of Education: Ancient and Medieval by Frederick Eby and Charles Flinn Arrowood; Routledge and Kegan Paul, Ltd., Education and Society in Modem Germany by R. H. Samuel and R. Hinton Thomas, edited by Dr. Karl Mannheim; Russell and Russell, Inc., Educational Theory of Jean Jacques Rousseau by William Boyd; Los Angeles Times Syndicate, Letters of the Presidents series; University Tutorial Press, Ltd., A Short History of Educational Ideas by S. J. Curtis and M. E. A. Boultwood; University of Colorado Press, History of Islamic Origins of Western Education by Mehdi Nakosteen; Yale University Press, A History of Russia (revised edition) by George Vernadsky. The author also extends his sincere thanks to Professor Harl R. Doug­ lass for his sustained encouragement and counsel in the progress of this text, and to Frances Nakosteen for many helpful suggestions and typings of the manuscript. Mehdi Nakosteen Boulder, Colorado January, 1965 CONTENTS CHAPTER Introduction Part I: ANCIENT EDUCATIONAL THEORY AND PRACTICE, 1000 B.C. TO A.D. 500 1 Why a History of Educational Theory and Practice? Civilization, Culture, and Education, 9 • Values in Histori­ cal and Theoretical Study of Education, 13 • The Pattern of the Text, 19 2 Ancient India . . . . . . . . Social and Theoretical Foundations of Indian Education, 23 • The School System, 29 • Curriculum, 32 • Methods of Teaching and Learning, 34 • Buddhist Educational Ideals, 35 ' Three Educational Classics, 36 * Summary and Evalu­ ation, 38 3 Ancient Persia . . . . . . . . The Significance of Persian Education, 43 • The Pre-Alexan- drian Period, 44 • Post-Alexandrian, or Sassanian, Educa­ tion, 49 • Psychological and Educational Theory, 51 • Mith- raism, Zoroastrianism, and Manichaeanism and Their Sig­ nificance for Western Educational Theory and Practice, 53 4 The Contributions of the Ancient Hebrews Contributions of Hebrew Educational Theory and Practice, 60 • Hebrew Society, 63 • Theoretical Foundations of He­ brew Education, 65 vHi CONTiNTS CHAPTER PAGE 5 Greek Ideals and Practices . . . . . . 71 Early Greek Education, 71 • Two Educational Ideals: Sparta and Athens, 73 6 The Greek Theorists 91 The Social and Metaphysical Foundations of Greek Educa­ tional Theories, 91 • Conservatives, Radicals, and Middle- of-the-Roaders, 92 • The Individual-Social Doctrines of Soc­ rates, Plato, and Aristotle, 95 Part II: THE HELLENISTIC ERA 7 The Middle East and Rome . Ill The Hellenistic Era and Education, 111 • The Academy of Jundi-Shapur, 115 • Classical Backgrounds of Muslim Learn­ ing, 120 • Roman Education, 122 8 The Early Christians . . 131 Jesus the Master Teacher, 133 • Early Christian Schools, 141 • Monasticism and Education for Moral and Religious Disci­ pline, 529-1400, 141 • Christian Education and the Liberal Arts, 146 Part III: THE MIDDLE AOES 9 The Feudal System and Its Influences 155 The Meaning of the Term Middle Ages, 155 • The Political Setting, 156 * Cultural Foundations of Medieval Education, 157 • Education in Western Europe Under Charlemagne and King Alfred of England, 159 * Education Under the Feudal System, 162 • Evaluation, 167 10 Medieval Theories . . 170 St. Augustine and St. Thomas Aquinas, 170 • Medieval Mys­ ticism, 174 * Scholasticism and Education, 180 11 Muslim Learning and Western Education« . 191 An Overview, 191 • Important Translators and Their Works, 194 • Translations of Muslim Works and Expansion

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