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3000 BCE
Types of formal education for the Egyptians
Egyptians developed two types of formal schools for privileged youth under the supervision of governmental officials and priests: one for scribes and the other for priest trainees. At the age of 5, pupils entered the writing school and continued their studies in reading and writing until the age of 16 or 17. At the age of 13 or 14 the schoolboys were also given practical training in offices for which they were being prepared. Priesthood training began at the temple college. Boys entered at 17. -
3000 BCE
Formal Education for the Egyptians
Some of the earliest written records show that formal education, in which basic communication skills, language, trading customs, and agricultural and religious practices were taught, began in Egypt some time between 3000 and 500 B.C.E. -
Period: 3000 BCE to 500 BCE
From the Egyptians to the Greeks to the 1100s
The education was primarily given orally -
400
Chinese ancient formal education
Chinese ancient formal education was distinguished by its markedly secular and moral character. Its paramount purpose was to develop a sense of moral sensitivity and duty toward people and the state. Even in the early civilizational stage, harmonious human relations, rituals, and music formed the curriculum. -
400
Formal Education for the Greeks
Greeks sought to balance utilitarian skills with loftier contemplations about the origins of thought. Some philosophers like Hippocrates, Socrates and Aristotle all speculated about what drives human will, motivation, and learning. -
500
Education system for Greeks
In all the Greek city-states, except for Sparta, the purpose of education was to produce good citizens. Children were trained in music, art, literature, science, math, and politics. In Athens, for example, boys were taught at home until they were about six years old. Then boys went to school, where they learned to read and write. They learned to play a musical instrument, usually the flute or the lyre. They learned the poetry of Homer. -
Period: 901 to
The 10th - 17th Centuries: The Senses and Learning
By these periods of time humanity gained a fundamental understanding about how sensorimotor perceptions are interpreted in the brain and translated into thought. -
1500
Great contributions during the 10th century until 17th century
Significant contributions to anatomy, astronomy, engineering, mathematics, medicine, ophthalmology, philosophy, physics, psychology, and visual perception were made. -
1500
From the physical body to the learning brain
By this period of time researchers sought answers based in physical evidence. Many of them interpreted the human brain, they created visual records and they also began to name specific areas of the brain, creating consistent references and a shared vocabulary for future research. -
Period: to
The 18th and 19th Century: Widespread Formal Education
A common phenomenon around the world was the use of religious institutions as locations for formal education. For the most part, churches and temples served as the first classrooms. -
Trends toward the universalization of education
It became more democratically available. Reading, writing, arithmetic, theology, law, astronomy, metaphysics, ethics, medical science, and religion were taught to students of all classes in these institutions. -
Period: to
The 1900 - 1950s
Cognitive and constructivism developments. -
Education: Everyone's right
When educationbecame the norm, no longer were schools filled with obedient and religiously driven, wealthy students, as in the Middle Ages, but rather, they are now filled with students who are simply "normal" or even those with special needs who never would have attended school a hundred years ago. -
Associative Learning
Associative learning is a learning principle that states that ideas and experiences reinforce each other and can be mentally linked to one another. In a nutshell, it means our brains were not designed to recall information in isolation; instead, we group information together into one associative memory. That's why it is difficult to recall just one eyebrow without seeing the whole face. -
Constructivism Theory and Applications
Constructivism theory is based on the idea that everyone's sense of knowing is more than a passive expression of the world around us, but instead is a result of our constructions, or our beliefs and emotions about experiences in our lives. In this context, 'construction' simply refers to the ways we build our own understanding of the world around us and how we fit into it. -
Stages of Cognitive Development
Swiss biologist and psychologist Jean Piaget (1896-1980) observed his children (and their process of making sense of the world around them) and eventually developed a four-stage model of how the mind processes new information encountered. He posited that children progress through 4 stages. These four stages are: - SENSORIMOTOR STAGE (BIRTH TO 2 YEARS OLD) - PREOPERATIONAL STAGE (AGES 2 TO 4)- CONCRETE OPERATIONS (AGES 7 TO 11)- FORMAL OPERATIONS (BEGINNING AT AGES 11 TO 15) -
Period: to
From the 1960s to 1990s
Neurobiological basis for behavior and the influence of enriched environments. -
Learning environments
Researchers, Phycologist and scientifcs worked and discussed how enriched learning environments could enhance neuronal growth in humans and the subsequent debate as to whether increased synaptic growth translated into better learning. -
Emotions and Learning
The first links between emotions and learning was introduced in the language context in the form of the "affective filter hypothesis", which basically suggests that how we feel influences what we are able to learn. -
The Pre-MBE Science Stage
The discipline of educational neuropsychology seeks to merge education, neuroscience, and psychology, but unlike MBE science, emphasizes the study of learning rather than teaching. -
Period: to
The new challenge: Transdisciplinary Communication
Transdisciplinarity is defined as knowledge production through integration and collaboration in the pursuit of addressing complex
societal problems. Transdisciplinarity, therefore, is team-based, including a variety of academic, nonacademic, and community members. Transdisciplinary (TD) teams address issues that have far-reaching societal implications (e.g., environmental denudation, climate change, health disparities).
