Concept of Anthropology
A. Definition of Anthropology
Comes from the Greek words; anthropos (man) and logos (study).
Concerns explicitly and directly with all varieties of people throughout the world and
it traces human evolution and cultural development from millions of years ago to
present (Ember, 1993).
It looks into the attributes of a particular human population.
B.1 Physical Anthropology "concerns with human evolution and human variation
(Paleontology or paleoanthropology)
B.2 Cultural Anthropology - deals with the study of culture consists of three areas
as follows:
1. Linguistics- focuses on historical and descriptive or structural linguistics. It looks
into the emergence of language and variations of language over time.
2.
3.
- Early Evolutionism (Edward B. Taylor and Lewis Henry Morgan) - states that
most societies were believed to pass through the same series of stages, to arrive
ultimately at a common end
GEOLOGIC
FOSSIL RECORD
ARCHEOLOGIC
MAJOR CULTURAL
O)
EPOCH
5500 (3500
AL PERIODS
DEVELOPMENTS
Bronze Age
B.C.)
10,000(8.00
0
Neolithic
B.C.)
Domestication of
plants and animals;
permanent villages
14,000
(12,000 B.C.)
Pleistocene
Earliest humans in
New
World
40,000
communities; many
kinds of microliths
Upper
Paleolithic
Cave paintings;
female figurines;
many kinds of blades
tools
Middle
Religious beliefs(?)
Paleolithic
burials; Moustenan
Modem humans
Homo sapiens
200,000
Neanderthal Homo
sapiens
Earliest Homo sapiens
(?)
tools
300,000
Homo Erectus
700,000
1,500,000
Homo Habilis
1.800,000
Pliocene
Earliest hominids
Lower
Australopithe-cus
Paleolithic
Hunting/scavenging;
seasonal campsites;
Oldowan tools
2,000,000
Diversification of
Apes
Sivapithecus
Dryopithecus
Proconsu
5,000,000
Miocene
22,500,000
Earliest anthropoids
29,000,000
Parapithecids
e.g. Apldium
32,000.000
Oligocene
Ampipithecus
tetonius
Earliest Primates
Purgaforius
38,000,000
Eocene
50,000,000
Paleocene
53,500,000
Late
Cretaceous
70,000.000
Ember: 1996
- Homo erectus begun to evolve into Homo sapiens after about 500,000 years
ago.
-
Pro-modem Homo sapiens have been found in Africa, Asia and Europe.
- The oldest fossil remains of a modem looking human have been found in South
Africa.
-
1. Single-origin theory- modem humans emerged in just one part of the Old World
(the near east and recently South Africa.
2. Continuous Evolution Theory-modem humans emerged gradually in various
parts of the Old World
B. The Ability of Human Beings to Produce and Acquire Culture Can be attributed to
the
Following Biological Characteristics:
Large brain
Bipedal
Opposable thumb
Well developed vocal chords
Long period of dependency
Reproduction is not seasonal; human beings can reproduce during fertile period
V.
Social Stratification
A. Definition
Social Stratification pertains to division in society due to access or right to certain
advantages. The advantages may be in the form of economic resources, power and
prestige
B. Type of Societies
1. Egalitarian societies are societies in which many positions of prestige in any given
age-sex grade could be filled by those who are capable.
Bride price
Dowry
Recruitment
Voluntary
Universally Ascribed
Non-voluntary
Age-Sets
Most unisex associations
Variably Ascribed
Ethnic Associations
Regional Associations
Achieved
Occupational
Associations Political
Parties. Special Interest
Groups
Conscripted army
A. Definition of Religion
Religion is any set of attitudes, beliefs, and practices pertaining to supernatural
power
D. Ways of Communicating with the supernatural include prayer, doing things to the
body and the mind, simulation, feast and sacrifices
E. Magic is the belief that actions can compel the supernatural to act in a particular
and intended way. Sorcery and witchcraft are attempts to make the spirits work
harm against people.
A. Body Decoration and Adornment: paint or objects such as feathers, jewelry, skins
and clothing. Body decorations may be used to delineate social position, rank, sex,
occupation, local and ethnic identity
B. Visual Art
Artistic Differences in Egalitarian and Stratified Societies
Egalitarian Society
Stratified Society
C. Music
D. Folklore
X. Culture Changes
A. Discovery and Invention
B. Diffusion
C. Acculturation
D. Revolution
E. Types of Culture Change
Commercialization
Religious Change
Economic Change
Social Philosophy
Philosophy
- From two Greek words: Philein which means "to love", and Sophia which means
"wisdom". According to Manuel Velasquez, philosophy is "the pursuit of wisdom
about what it means to be a human being, what the fundamental nature of God and
reality is. what the sources and limits of our knowledge are, and what is good and
right In our lives and in our societies,
- Traditionally defined as the sciences of all things studied from the viewpoint of
their ultimate causes under the light of human reason alone. (According to Bertram/
Russel, philosophy is the no man's land between theology and science.)
nature of being); the nature of mind, self, and human freedom; and some topics
that overlap with religion, such as the existence of God, the destiny of the universe,
and the immortality of the soul. (E.g. question of whether human behavior is free or
determined)
Ethics - study of values and moral principles and how they relate to human conduct
to our social and political institutions, (e.g. question of whether human beings have
the moral obligation to love and serve others, or obligation only to themselves)
Social Philosophy is the study of society and its processes and activities with
particular emphasis on the basic principles underlying social structures and
functions. It is the study of the rightness or wrongness of societal orders,
institutions, structures, systems, functions, and processes.
(Thomas Hobbes first used the term "social philosophy". He is also widely
considered as the father of social philosophy.)
To sum up, the study of social philosophy revolves around these six lectors:
associations, values, power, rights, obligations and justice.
SOCIAL PHILSOPHIES
A. Classical Realism
Realism is the philosophy that regards the universe as composed of beings existing
independently but related and forming a hierarchical structure called cosmos or
totality.
Full human nature enables a person to achieve the ultimate goal of happiness by
transcending self-realization with the acceptance that one is not self-sufficient when
isolated from others. Aristotle emphasized that a person is a part in relation to the
whole which is society, and that anyone who is not able to live in society or who
does not need it is either a beast or a god, but not a human being. Society,
therefore, is the external support of a person's self-realization. It follows, therefore,
that the state, which is a form of organized society, has the moral purpose of
maintaining proper order and exercising justice for the good of the whole or the
common good.
B. Positivism
Positivism as a philosophy is based primarily on science and scientific discoveries.
Auguste Comte came up with the term when he developed his philosophical idea
regarding the laws of societal growth. He maintains that there are three ascending
levels of explanation of natural phenomena:
Theological level - explains natural phenomena by involving spiritual or
anthromorphic beings.
Metaphysical level- depersonalizes these beings into forces and essences
Positive level - relies mainly on sciences and scientific descriptions.
Comte contends that as the new society develops in the positive level (or positivist
society); performing one's duties to society and of serving the interests of humanity
will prevail over the concept of society as existing to serve the interests of
individuals. In other words, he maintains that the development of industrial society
based on sciences and industry, when properly organized, will be accompanied by a
moral regeneration involving the substitution of concern with the welfare of
humanity for concern with the individual's private interests.
Intellectual
Phase
Theological
Military
Family
Domestic
Attachment
Metaphysical
Legalistic
State
Collective
Veneration (Awe or
respect)
Positive
Industrial
Benevolence
C. Pragmatism
Pragmatism is the acknowledged contribution of America to philosophy. Three
American thinkers figured prominently in the development of pragmatism:
-
William James
John Dewey
Dewey defined pragmatism as the "theory that the processes and the materials of
knowledge are determined by practical or purposive consideration". According to
Peirce the pragmatists' view is supported by the practices of experimental sciences
specifically the laboratory method in which the hypotheses are ideas or proposed
solutions to felt problems. These are tested and either rejected or confirmed. Truth,
therefore, is that which works and is successful in solving problems.
The pragmatists' focus on consequences and how they are controlled through
intelligence is the foundation of their concepts of person and society. A person is a
social animal because association rather than isolation is the Law that governs
everything that exists.
Almost every other kind of achievable value is acquired because of social process in
which each value individual valuer is when he is normally fitted to his sphere. In
essence, for pragmatism society is not just a conglomeration of individuals but an
organic process upon which individuals depend and by which they live. As the soil is
to plants and trees, so society is to the individual which nurtures human life in its
individual forms and makes possible of all the flowerings of
personality.
The pragmatists also claim that human society is much more commonly the context
in which concepts are formed.
The ends of associative life such as survival, habits of action and thought, and,
choice of consequences are served by numerous social groups To the pragmatists,
D. Naturalism
Naturalism is a philosophy that denies anything as having supernaturality. It
contends, especially its earlier versions, that the common context in which concepts
are formed is the physical universe (unlike pragmatism which maintains that the
human society is the common context where ideas are formed). A human being is a
transitory product of physical processes. Thus, human beings and society are
dependent on the natural order. Society therefore is received as less organic. It is an
aspect or portion of nature, not so much an organism that has rhythms and
patterns. The individual is therefore considered as nature's offspring, not a child of
society or a segment whose very being depends upon the social organism. Although
dependent upon nature, he stands on his own feet, more or less, as far as his
relations to society are concerned. There are what might be called certain
necessities which make it expedient for him to relate himself somewhat effectively
socially; but these are not necessities arising from the operation of society as an
organism, so much as they are accidents or exigencies to be avoided by working out
some kind of social organization to correct them.
Thomas Hobbes viewed the individual and his native state as at war with himself.
He is competitive, he grasps for honor and dignity, he is troublesome, and he is
hungry for power. Human beings left to them selves without some kind of control
will kill themselves in the chaos and anarchy of selfish struggle. The only way that
man can be saved from himself sociologically is for individual man to surrender his
freedom to some superior social power or organization to which he must give
absolute obedience as to a moral god.
human being. However, unrestricted freedom is neither in harmony with his welfare
nor with the welfare of the society. Apparently some social organization is required,
one that preserves the freedom of the individual.
It seems that for naturalism social values are synthetic values, which result from
agreements in which human beings bind themselves together. Such are inferior
goods, not so much preferred as individual goods, which result indirectly as a
consequence of the desire to avoid the greater evils which accompany anarchy.
They are not organic values which are determined in part by the very nature of
society and which would never be possessed by humans separately, even if they did
not need to be saved from conflict and chaos by some kind of social groupings.
E. Liberalism
Liberalism is a philosophy or movement that has as its aim the development of
individual freedom and adheres to the idea that the society is one in which
individuals are left free to pursue their own interests and fulfillment as each
chooses. As Mill argued, the only restraints to which adult individuals should be
subjected are those necessary to keep an individual from harming others. However,
because the concepts of liberty or freedom change in different historical periods its
specific programs also change. The final aim of liberalism, though, remains fixed, as
does its characteristic belief not only in essential human goodness but also in
human rationality. Liberalism assumes that people, having a rational intellect, have
the ability to recognize problems and solve them and thus can achieve systematic
improvement in the human condition. Often opposed to liberalism is the doctrine of
conservatism, which simply states, supports the maintenance of the status quo.
Liberalism, which seeks what it considers to be improvement or progress,
necessarily desires to change the existing order.
It is in the works of John Locke that the soul of philosophical liberalism is found.
Locke claims that freedom and equality of all human beings are governed by a (aw
of nature that necessitates everyone to respect the freedom of self-determination in
others and to treat others as equals. Reason defines the rights and duties that
constitute and sustain everyone's freedom.
However, people find it necessary to give up their natural freedom in order to form
a society. They enter into a societal contract where they give up their power of self
preservation in exchange for the collective and stronger action of society and
government. Through this social compact people agree to live in the bonds of civil
society. The contract creates one body that acts by the consent of the majority, and
by agreeing to the contract, individuals place themselves under the obligation to
submit to the determinations of the majority. Thus, the existence of society and the
authority of government arise out of people's freely given consent as emphasized
by Locke, and not out of people's needs as asserted by Hobbes.
Rawls claims that the most important question about society is whether it is just or
not. According to Rawls, the laws and institutions of a society must embody justice
and be based on these two principles of justice: first, that everyone in society must
have political rights and duties, and second, that the only justifiable economic
inequalities are those required to make everyone better off by serving as incentives.
If this will not be the case, then it must be reformed.
F. Idealism
Idealism grew out as a reaction to naturalism. According to naturalism, truth or
reality exists in Ideas or in the spirit or in the mind. Material objects are merely
representations of the idea. While idealism emphasizes that the will governs one's
conduct, naturalism says that impulse, instincts, and experience govern one's
conduct. While idealism judges behavior in terms of motives, naturalism judges
behavior on the basis of results. Naturalism would say that the end justifies the
means. Idealism would say that the knowledge is obtained by speculation and
reasoning, naturalism regards scientific observation. Naturalism regards scientific
knowledge as final.
G. Communism
Karl Marx believed that the human being, apart from some obvious biological
factors, has no essential human nature that is, something that it is true of every
human being at all times everywhere. However, he believes that human beings are
social beings, that to speak of human nature is really to speak about the totality of
social relations. Accordingly, whatever any of us does is a social act. which
presupposes the existence of other people standing in certain relations to us. In
short, everything is socially (earned. He further claims that it is not the
consciousness of individuals that defines their beings, but it is their social being that
determines their consciousness.
Marx also claimed that the history of the world should be viewed as a history of
class struggles. He believed that the universal laws operating in history are
economic in nature. Moreover, he saw a causal connection between the economic
structure and everything in society such that the mode of production of material life
determines the general character of the social, political and spiritual processes of
life.
H. Communitariansm
Communitarianism is the view that the actual community in which we live should
be at the center of our analysis of society and government. Communitarians
emphasize the social nature of human beings. They argue that our very identity who we are ~ depends on our relationships to others in our communities. We are
embedded in our community and its cultural practices. Thus, we cannot understand
our selves apart from our community and its cultural practices.
According to communitarians, the state is natural. It is, like the family and the tribe,
the natural outgrowth of the human beings' natural tendency to live together. They
also believe that the human being can only fully develop within the state. Thus, it is
obvious that communitarians do not claim that the state is an artificial construct.
They also do not claim that the individual is prior to the development of the state.
But they do claim that the state and its cultural practices are the source of the
identity of all human beings. That is, it is in the state that human beings acquire the
cultures and traditions that they use to define themselves.
I. Fascism
The term fascism was first used by Italian dictator Benito Mussolini in 1919. The
term comes from the Italian word fascio, which means "union".
Elitism - salvation from rule by the mob and the destruction of the existing social
order can be affected only by an authoritarian leader who embodies the highest
ideals of the nation. This concept of leader as hero or superman is closely linked
with fascism's rejection of reason and intelligence and its emphasis on vision,
creativeness, and the will
J. Stoicism
Stoicism is a philosophy that flourished in Greek and Roman antiquity. The goal of
all inquiry is to provide man with a mode of conduct characterized by tranquility of
mind and certainty of moral growth. They also believed that some matters were
within a person's power to control and others were not. Within a person's power to
control is the will to act or not to act, to do or to avoid. Not within a person's power
is the nature of things and the laws that govern them. People should therefore obey
the rules of nature and respect the natural order of things. Stoicism also preached
the equality of all people since all of them are rational beings.
The stoics developed the idea of cosmopolitanism, the idea that all persons are
citizens of the same human community. Human relations for them have the
greatest significance, for human beings shared a common element. That is,
since Logos (God) is in everything, then the Logos (reason). Is also the same
saying the reason is common to both God and person
K. Existentialism
Existentialism is a philosophical doctrine that focuses on the existing individual
person.
It is concerned with the authentic concerns of concrete existing individuals as they
face choices and decisions in daily life. It emphasizes the freedom of all persons to
make choices in a universe where there are no absolute values outside man himself.
Soren Kierkegaard, who argued that human existence was marked off from all other
kinds ofn man's power to choose, founded it. The decision that man makes will
make him the kind of person that he will and will make him distinct totally from
every other person. Thus, every value is always dependent upon the free choices of
every man.
I. Utilitarianism
Utilitarianism - theory of what is good and a theory of what is right
1.
B. Confucianism
Confucianism aims for the restoration of political order and social harmony and such
will be possible if only people would observe the following formula:
Also, according to this philosophy the way to attain virtues is through natural
means: (a) being true to one's nature, and (2) applying those principles in
relationship. The objective is central harmony. Confucianism is founded on the
experience of the all-embracing harmony between man and nature and is highly
conservative. Confucius teaches that man is the ruler since ft constitutes a social
morality. Confucianism outlawed speculation and emphasized practical ethics. Man's
obligation is to preserve right human relationships.
Founded by Kung Fu Tzu, which means the Grand Master, also called "Ch'iu" (hill),
Confucianism strongly emphasizes the individual's place in society. It is interested in
reforming social life to rid government of its repressive tendencies.
Confucius propagated the idea of democracy. According to him, rulers must serve
the people's interests. He contends that the rulers and officials should make the
people affluent and then educate them. He also provides primarily moral reasons for
caring for the masses. The majority of the masses is simple and thus will be loyal as
long as they are treated with authoritative humanity and live in material prosperity.
That is, as long as the government works to promote their interests, the masses will
be peaceful and do their work.
C. Taoism
Lao Tzu taught that the Tao is most fully revealed in tranquility neither through
action nor religious living. Virtue is attained by quiet submission to the power of the
Tao. The Tao cannot be defined.
Taoism stresses man's passive role in nature. Founded on the experience of the
dynamic force immanent in the universe, which gives order and life and meaning to
the totality of reality it adhered to the vision of the human being's harmony with
nature. However, it viewed man as essentially passive called upon to harmonize
himself with the natural rhythms of things.
According to Chuang Tzu, humankind is composed of two types: one is the ordinary
mass of people; and the other, the Perfect Man. The masses are the concrete
manifestation of humanity. The Perfect Man is its ideal form.
The social man is a microcosm, a miniaturized version of the universe that contains
all the elements necessary to make up Heaven and Earth. The body is made up of
all the physical elements. The mind is composed of human nature, the spirit, and
virtue. Its environment and the classes of people around itself limit the human.
Man's anguish is caused by unfulfilled desires. Therefore, desire causes man's
sinfulness. Each person thinks, acts, and behaves as if his own mind were the
standard. THE reality of human and social existence is characterized by limitations
given by the environment, dependency on external objects and events and anguish.
There are four limits of human existence:
Man's insignificant size
Bondage
Death
Delusion
D. Islam
The word Islam means submission or surrender to the will of God, and the word
Muslim means "given to God." Islam is a community, a way of life, a culture and a
civilization. Central to its teaching is the belief that there is only one all-powerful,
all-knowing God (Allah), and this God created the universe. Islam also emphasizes
that all Muslims are equal before God thus providing a basis for a collective sense of
loyalty to God that transcends class, race, nationality, and even differences in
religious practice. Also, unlike most Christian sects, Islam clings to the idea of faith
plus good works.
Islam is centered on the Five Pillars of Truth: profession of faith (shahada), prayer
(salat), alms giving (zakat), fasting (sawm), and pilgrimage (hajj).
Islam believes that no society can survive without rules and social regulations. It
also believes that the goal of law Is not only to bring about social order and
discipline, but to maintain social justice because without justice the order would not
be durable and the masses of the people would not tolerate injustice and
oppression for ever, and in a society not governed by justice most people would not
have the opportunity for desired growth and development and hence, the goal of
man's creation and social life would not be realized.
Also, from the Islamic viewpoint, social laws should be such as to prepare the
ground and context for the spiritual growth and eternal felicity of the people. At the
very least they should not be inconsistent with spiritual development, for, in the
view of Islam, the life of this world is but a passing phase of the entire human life,
which despite its short duration, has a fundamental role in human destiny.
E. Hinduism
The word Hindu was derived from the Sanskrit word sindhu ("river"), the Persians
called the Hindus by that name, identifying them as the people of the land of the
Indus. The Hindus define their community as "those who believe in the Vedas" or
"those who follow the way (dharma) of the four classes (varnas) and stages of life
(ashramas).
PHILOSOPHY
Nature of Philosophy
Nominal meaning: love of wisdom. (It was derived from the Greek terms Philo,
which means love, and Sophia, which means wisdom.)
Real meaning: The science and art of all things naturally knowable to man's
unaided powers in so far as these things are studied in their deepest causes and
reasons The human being's attempt to think speculatively, reflectively, and
systematically about the universe and the human relationship to the universe. It is
the human being's search for the ultimate explanations of the realities of life.
Axiology- the area of Philosophy that specifically deals with the problem of human
values
Fundamental concepts: What are Values? What are the important values to be
desired in living? Are these values rooted in reality? How can these values be
realized in our daily experience?
Philosophy of Man/Philosophy of human person- deals with the nature and purpose
of man.
Fundamental concepts: Body-Soul relation, Freedom and Determinism, intellect and
will
Social and Political Philosophy - deals with the nature of society and socialization
process.
Fundamental Concepts: Society, State, Governance, Laws and Culture, Social Justice
Theodicy- the study of the nature, essence and existence of God using human
reason
Fundamental concepts: Deism, Agnosticism, Theism, Attributes of God
Epistemology
Criteria of truth
1. Native realism (James Me Cosh, Thomas Reid) - believes that reality is precisely
what as it appear to be. Adheres to the belief that "seeing is believing"
2. Feelings - the belief that what one feels is the truth, that the best criterion of
truth is a hunch.
3, Custom and tradition - this is used by many as a criterion of truth in matters
pertaining to morals, politics, dress etc.
4. Time - is regarded as an excellent test if not the final test of truth.
5. Intuition - "truth that comes from one knows not where". It is not a test of truth
but a source of truth
6. Revelation Truth which comes from God". A source of truth and not a test of it
7. Instinct - What is instinctive must by virtue of that fact be true since nature deem
it so. But most knowledge is beyond the bounds of instinct. It is not therefore a test
of truth
8. Majority, Plurality, Consensus Gentium - The number of people who believes in
the truth determines its truthfulness, but truth is not necessarily dependent on how
many believes it to be true
9. Authority - certain individuals who have mastered a field of study may be a
criterion of truth but authority gives only opinions which could be true or which
could be false
10. Correspondence - a belief that when an idea agrees with its object, it is proof of
its truth. However, it is a definition of truth not a criterion
11. Pragmatism - If an idea works then it is true, but not all truths works. It cannot
be the ultimate criterion of truth
12. Consistency - means the absence of contradiction
13. Coherence- a systematic consistent explanation of all the facts of experience. Its
technical name is reason, this is believe to be the ultimate criterion of truth
1. Idealism
1.1 Nature
- Idealism is a philosophy that proclaims the spiritual nature of men and the
universe, its basic viewpoint stresses the human spirit, soul, or mind as the most
important element in life.
- It holds that the good, true and beautiful are permanently part of the structure of
the related coherent, orderly, and unchanging universe.
- All of reality is reducible to one fundamental substance - Spirit. Matter is not real,
only the mind is real
1.3 Curriculum
- The curriculum of Idealism is a body of intellectual subject-matter, which is
ideational and conceptual on subjects, which are essential for the realization of
mental and moral development
- Subject matter should be made constant for all. Mathematics, History and
Literature rank high in relevance since they are not only cognitive but valueladen
1.4 Methodology
- Idealists encourage accumulation of knowledge and thinking and must apply
criteria for moral evaluation- Suggested methods are questioning and discussion,
lecture and the project, whether done singly or in group. Although learning is a
product of the learner's own activity, the teaming process is made more efficient by
the stimulation, which comes from the teacher and school environment. The learner
is immature and is seeking the perspective into his own personality.
- This is because of the concern for perennial and ultimate truths and the notion
that education is largely a matter of passing on to the young the nation's cultural
heritage.
- Pupils must have their lessons ready on time, rise and sit at a given signal, learn
habits of silence and cleanliness.
Realism
2.1 Nature
- Realism may be defined as any philosophical position that asserts the objective
existence of the world and beings in it and relations between these beings
independent of human knowledge and desires. The knowability of these objects as
they are in themselves and the need for conformity to the objective reality in man's
conduct.
- Realism holds that reality, knowledge and value exist independent of the human
mind. For the realist, matter is real.
- The most important part of realism is the thesis of independence. Sticks, stones,
trees exist whether or not there is a human mind to perceive them.
- Realists refer to those universal elements of man that are unchanging regardless
of time, place and circumstance.
- Realists generally maintain a materialistic concept of human nature biased
toward social control and social order.
- They tend to see the universe in terms of an independent reality with its internal
and systematic order; therefore, human beings must adopt and adjust to this
reality, and dreams and desires have to be subsumed under its demand.
2.2 Aim
- The aim of a realist education is to provide the students with the essential
knowledge that he will need to survive in the natural world.
2.3 Curriculum
- The curriculum is called the subject-matter approach, which is composed of two
basic components, the body of knowledge, and the appropriate pedagogy to fit the
readiness of the learner. The liberal arts curriculum and the math science disciplines
consist of a number of related concepts that constitute the structure of the
discipline.
2.4 Methodology
- The teacher is expected to be skilled in both the subject matter that he teaches
and the method of teaching it to students.
- Formal schooling means, transmission of knowledge from experts to the young
and immature.
-
- The administrator's role is to see to it that the teachers are not distracted by
recreational and social functions from performing their intellectual task of
cultivating and stimulating the teaming of students.
- In the elementary level, emphasis is on the development of skills for reading,
writing, arithmetic, and study habits.
- In the secondary and collegiate level, the body of knowledge regarded as
containing the wisdom of the human race with have to be transmitted in an
authoritarian manner.
- Students will be required to recall, explain, compare, interpret, and make
inferences. Evaluation is essential, making use of objective measures.
-
Motivation will be in the form of rewards to reinforce what has been learned.
- The teacher is a person who possesses a body of knowledge and who is capable
of transmitting it to students.
The teacher maintains discipline by reward and controls the pupil by activity.
- The universal elements in man make up the elements in the education of man.
Education implies teaching, teaching implies knowledge, knowledge is truth, and
truth is the same everywhere. Thus education should be the same everywhere
- Realists are concerned with the necessity of student measuring up to the
standard curriculum or external criteria of excellence.
- They believe that the" superior" students should be given the arts and sciences
while the "slower" students should be given a narrow technical- vocational training
- Realism favors a fact-based approach to knowledge. This had led to the tradition
and problem of "testing" including the IQ as passport to a college education. The
Teachers' board as a minimum requirement for entry into the profession.
The realist believed that hard work and discipline are considered "good" and the
students heads should be filled with "factual truth" so that they do not come to a
"bad end
3. Essentialism
3.1 Nature
- Essentialism, a conservative educational theory rooted in idealism and realism,
arose in response to progressive education. The essentialists were concerned with a
revival of efforts in the direction of teaching the fundamental tools of learning as the
most indispensable type of education.
3.2 Aims
- The essentialist have as their ultimate aim " to fit the man to perform justly,
skillfully and magnanimously all the offices, both private and public, of peace and
war"'
- The indispensable cultural objectives of humanity, the essentials, are goals that
must be achieve -sometimes incidentally- but more often by direct instruction.
Informal learning helps, but this should only be supplementary and secondary.
- The essentialist believed that the essential skills, knowledge and attitude needed
by the individual in making has adjustment to the realities of life should be
systematically planned so that these recognized essentials will be recognized.
- The essentialists emphasize the need for a curriculum that transmits significant
race experiences and the need to present this racial experience through organized
subject matter courses.
- Thus, reading, writing, arithmetic, grammar, history, geography, hygiene,
elementary science, drawing, language, art .manual training, and domestic arts - all
traditional subjects of the elementary school- are given a new justification and
emphasis as basic essential in the training of children.
-
Among the common themes found in the essentialist point of view are:
1. The elementary school curriculum should aim to cultivate basic tool skills that
contribute to literacy and mastery of arithmetical computation.
2. The secondary curriculum should cultivate competencies in History,
Mathematics, Science, English, and foreign languages. Mastering all these subjects
and skills prepare the student to function as a member of a civilized society
3.
4.
3.4 Methodology
- The essentialists are concerned with the most effective method of forming habits
and developing skills; thus, drill has a definite place in the classroom.
- The essentialists emphasize the necessity of teaching pupils how to think
systematically and effectively.
- They believe that effective thinking cannot take place by looking at the world en
masse, or by picking up knowledge piecemeal.
- Methods of systematic analysis and systematic synthesis must be used; the
essential elements of knowledge must be separated from the worthless chaff, and
these essentials must be organized into meaningful wholes, with close attention to
the interrelationships of each of these entities.
- The essentialists recognize that interest is a strong motivating force of learning.
Learning however, that is not immediately appealing and interesting to the child
should not be totally eliminated from the child's education.
- The more valuable and more permanent interests may grow out of efforts that
are at first disagreeable and monotonous.
- They must be well prepared and held accountable for the children's failure to
learn. Instruction should be geared to organized learning.
- The method of instruction should center on regular assignments, homework,
recitation, and frequent testing and evaluation.
- They emphasize the authority of the teacher and the value of a subject
curriculum
.
-
The essentialist prescribed the following rubrics for their educational program:
1.
A fixed curriculum;
2.
3.
4.1 Nature
- Perennialism is an educational theory that Is greatly influenced by the principles
of realism. It has a conservative/ traditional view of human nature and education.
- Perenniaiists contend that truth is universal and unchanging, and. therefore, a
good education is also universal and constant.
4.2 Aim
- The perennialists have for their aim the education of the rational person. The
central aim of education should be to develop the power of thought.
- They view the universal aim of education as the search for and dissemination of
truth. They look up to the school as an institution designed to develop human
intelligence.
4.3 Curriculum
- The perennialist view education as a recurring process based on eternal truths;
thus, the school's curriculum should emphasize the recurrent themes of human life
- It should contain cognitive subjects that cultivate rationality and the study of
moral, aesthetics, and religious principles to develop the attitudinal dimension.
- The perrenialist prefers a subject matter curriculum, which includes history,
language, mathematics, logic, literature, the humanities, and science.
4.4 Methodology
- As for the methods of teaching, the curriculum of a perenniallst education would
be subject-centered, drawing heavily upon the disciplines of literature,
mathematics, language, history, and the humanities.
- The perenniaiists suggest that the best means to attaining this enduring
knowledge is through the study of great books of Western Civilization
- The method of study would be the reading and discussion of these great works
which, in turn, discipline the mind.
- The role of the school becomes one of training intellectual elite who will one day
take charge of passing this on to a new generation of learners.
3.
4.
5. Sociological Movement
Sociological movement focused on the contribution of education to the preservation
and progress of society; this is called the social function of education. Social
educationists were concerned with the individual's development and his relationship
to the social structure.
- Habits of social life and the education of the child away from crime, drugs,
unemployment, diseases and other social ills.
Types
- Social education, in its broadest sense, covered all types of education that would
prepare the individual for adjustment to society.
- In its narrowest sense, social education referred to the development of social
communication skills, etiquette, and harmonious human relationships.
- The latter included training in the physical, vocational, civic, domestic,
vocational, moral, and religious, all essential in the development of social efficiency.
Content
-
The school curriculum was supposed to teach for real social living.
- The lower school level was expected to teach the essentials of social living and
the rudiments of etiquette.
- Drills in arithmetic calculation, oral and written language, hygiene, good
manners, and art appreciation were important.
- The high schools had to give experience in science and math, language and
history but emphasis should be on health, moral conduct, home and leisure and the
vocations.
-
In college, work travel and study replaced the traditional academic subjects.
Method
- Social communication, social cooperation, and social science were the methods
used in teaching the child to adjust to life.
- The teacher worked with the social interests of the child in mind to develop social
consciousness.
- Student's participations in school activities and school government were effective
methods of teaching leadership and responsibility.
- Students were taught cooperation rather than competition; to face the class
rather than the teacher, and to deal with small groups for cooperative effort.
Content
- The social sciences came to the foreground among the experimentalists because
of the emphasis put on the teaching of controversial issues; the social, economic
and political activities of the local community were used as materials for teaching.
- Extra -curricular activities and field trips were dominant strategies of teaching
since they were pupil-planned, pupil dominated and centered. Their purpose was to
prepare students for social planning.
6. Progressivism.
- The educational theory of progressivism is in contrast to the traditional views of
essentialism and perennialism.
- This movement is based largely in the philosophy of pragmatism or as Dewey
puts it instrumentalism.
- It stressed the view that all learning should center on the child's interests and
needs.
- Progressive education is based on a philosophy based on experience, the
interaction of the person with his environment.
- The end product of education was growth- an on-going experience which led to
the direction and control of subsequent experience.
- Progressive education must use the past experiences to direct future
experiences.
Aim
-
Content
- Progressive education was not interested in a prepared, prescribed curriculum to
transmit knowledge to students
- Curriculum must come from the child so that learning would be active, exciting,
and varied.
- The contents of the subject are done by the teacher and the students as a group
project or a cooperative effort. The teacher served as facilitator.
- Progressive education is characterized by the following contributions to
education:
1.
Emphasis on the child as the learner, rather than the subject matter
4.
7. Reconstructionism.
- Reconstructionism is more concerned with social change rather than the
individuality of the child.
- It believes that schools should originate policies and progress, which would bring
about reform of the social order. Teachers should use their power to lead the young
in the program of social reform.
- Educational philosophies must be culturally based and man can re-shape his
culture so that it promotes optimum possibilities for development.
- Society has to reconstruct its values, and education has a major role to play in
bridging the gap between the values of culture and technology.
- It is the task of the school to encourage the critical examination of the cultural
heritage and find the elements that are to be discarded and those that have to be
modified.
Aim
- The aim of Reconstructionism is to awaken the student's consciousness about
social problems and to actively engage them in problem solving.
- Teachers and schools should initiate a critical examination of their own culture
and should identify controversies and inconsistencies and try to solve real life
problems.
-
Method
-
1. Philosophical Analysis.
- Philosophical analysis is a method of examining the language used in making
statements about knowledge, education and schooling and of seeking to classify it
by establishing its meaning with the formulation of educational goals and policies.
- The aim is to reduce statements about education to empirical terms. The
function of philosophy is to formulate the rules that are the bases of language. For
education should be attuned to the logical complexities of language.
- The analysts prefer to look at what we mean by education in the first place and
what advantages may accrue from the clarified concepts of education.
2. Existentialism
- Existentialism is a way of viewing and thinking about life in the world so that
priority is given to individualism and subjectivity.
- The existentialists believe that the human being is the creator of his own
essence; he creates his own values through freedom of choice or individual
preference.
- The most important kind of knowledge is about the realities of human life and
the choices that each person has to make.
- Education is the process of developing awareness about the freedom of choice
and the meaning and responsibility for one's choice.
2. Man as a being in the world. Each embodied spirit is in his own world, which
form a network of meanings, in and on and around which man organizes his life it is
different from environment for this is only proper to animals. When we speak of man
we speak of his world not environment for it is only man that gives meaning to an
environment through intentionality of consciousness.
Social Sciences Education likes to dwell on cumulative justice or injustice yet
contemporary man is more aware of a complex world of social justice or injustice
and of unjust structures. We should therefore address in the social sciences an
3. Man as Being - with: the interhuman and the socius. The worid of man is
not just a world of things but also the worid of fellowmen. True education if it is to
be different from propaganda is such an unfolding to bring out in the other, the
student, a certain disposition of him to see for himself the true, the good and the
beautiful. Society is not something that one enters into by contract to achieve some
common end, as Rousseau and other social contract theorists put it The social is
within each man: man does not live in society, society lives in man. It is borne out of
the historicity of man. Man carves a meaning from his past in view of some project
in the future thus man is a cultural being. Thus social consciousness must have a
bearing in the philosophy of education for education cannot just be based simply on
ultimate ends, on absolute, eternal truths as the perreniatists put it. Neither can we
be simply content with a general formulation of educational objective as preparing
the student to become good citizen in a democracy, since the universal truth exists
in the particular. Thus any Philosophy of education must be predicated on a clearly
formulated conception of a way of life in a definite society as Isaac Berkson says.
4. Man as a person and his crowning activity is love, which presupposes
justice. The final aim of education, formal or informal is becoming a person. The
individuality of man is one that he has become freely and consciously in time, in the
worid. This task consists in integration, in becoming whole and in the fundamental
option to love. Thus we can no longer conceive of educational objectives in terms of
personal development or self-realization with no end beyond itself. Education must
include social aims for self-realization is no longer possible apart from socialization.
Our educational policies must aim at specific personal and social values: of justice,
love, and honesty. Total development is not just the education of the mind but also
the heart and we can educate the heart only by being exemplars of what we teach.
The bearer of moral values is the person himself.
The task of man is man himself. All other tasks, responsibilities and obligations
are simply to support man become the person he has the potential to become. Man
is an embodied spirit and thus he is obligated to develop the total man. His having a
body makes him an individual with material needs and desires. He is a self who
relates with other selves in order to satisfy these material needs, in the quest for
things that will satisfy his needs, he develops social relationships for he lives
through-the-other and he is not only a self but a self in communitya person who
Person making, present. A man must be open and willing to freely give himself in
an interhuman relation. He must b "there" to the other. The "thereness" may not
be physical. It may be empathy or sympathy with the other, or simply the
willingness to be one with the other - a commitment of unity and mutual support.
Genuine Dialogue. This is the turning to the partner that takes place in all truth
that is turning of being. Genuine dialogue is the mutual sharing between persons.
This happens when one person beyond the world of seeming centers into
communication with the other being.
4. A human being exists through the other by using the products that are fruit
of the labors of others. However, he also works for others as manifested in the
service oriented work like the teaching profession.
5. Thus, human beings relate to each one not only for material things but
for the sharing of persons that ultimately actualizes his potentials. The
interhuman relationship is achieved by transcending seemingness and entering into
a genuine dialogue with the other through an I-thou relationship. This relationship is
founded on the true nature of person, the willingness to make himself present and
the unfolding of the true self in the mutual sharing of persons. It is through this
relationship that he fulfills his nature and helps others fulfill theirs in a community of
persons journeying towards their actualization.
7. Our existence is an existence for one another. We exist for others, we strive
to be significant to others, and our existence is meaningful only If others accept it
as meaningful,
8. The family system is the locus of interaction between the individual and
the society. If development is to be a human development st must foster the
World History
A. Paleolithic Age
B. Neolithic Age
C. Metal Age
Ancient Period
C.
D.
Hinduism-India
B.
C.
D.
E.
F.
Buddhism - India
a. Oriental/Eastern world
1) Mesopotamia or Fertile Crescent -- comprised of different groups
Sumerians - invention of wheels; irrigation system; cuneiform writing
Babylonians - unification of city states in the Fertile Crescent under Hammurabi and
formulation of the Code of Hammurabi
Assyrians - organized or highly centralized government
Chaldeans - under Nebuchadnezzar, rebuilt the City of Babylon; built the Hanging
Gardens; made Hebrew captive in what was known as the Babylonian Captivity
Hebrews - settlers in Palestine (presently Israel) from the tribe of Abraham who
spread the monotheistic idea (worship of one God Yahweh); Moses, a descendant of
Abraham was given the Mosaic Law (Ten Commandments) by God
Phoenicians - settlers of Phoenicia (presently Lebanon) who were known as ancient
world's great maritime traders who gave us the alphabet of 22 letters (known as
Phonetic alphabet)
Persians - established the first world empire whose territory is presently known as
Iran; adopted the teaching of Zoroaster
2) Egypt
Built the great pyramids; invented a form of writing known as hieroglyphics; known
for mummification; devised a calendar of 365 days
3) India
Earliest inhabitants were Dravidians who had an organized system of settlements in
Harappa and Mohenjo-Daro. Aryan invasion and their settlement along the Indus
River valley later gave them identity as Hindus.
Hinduism evolved from the merging of Dravidian and Aryan manner of worship,
main features of which are reincarnation and a rigid social class known as Caste
System.
4) China
Name derived from Chin dynasty founded by Shih Huang Ti who was also
responsible for the construction of the Great Walls. China is also credited for the
invention of printing press; for requiring civil service exams for government officials;
invented gun powder; produced silk and was known for its great philosophers,
Confucius (golden rule); Lao Tzu (Taoism) and Mencius.
b. Western World
1) Greece
A.
B.
C.
D. Solon, Cleisthenes and Pericles - famous Athenian reformers who laid the
foundation of a democratic system of government
E.
-
- Petoponnesian War" was fought between rival Greek states Athens and Sparta.
Sparta prevailed
- Macedonian invasion - invasion of "barbaric" Macedonians led by Philip II who
eventually became Master of Greece. His son Alexander the Great succeeded him.
F. Golden Age of Greece - 5th to 4th Century BC) - attained by Athens after the
Persian War. Famous personalities: Pericles, statesman, Demosthenes, orator,
Socrates, Plato and Aristotle, philosophers; Aeschylus, Sophocles, Aristophanes
(dramatists); Herodotus (Father of History), Thycydides and Xenophon - historians;
Colonium, architect of the famous Parthenon
G. Alexander the Great - Successor of Philip of Macedonia, tutored by Aristotle and
extended Greek empire to the East. He was responsible in blending Hellenic culture
with the East and such combination was referred to as Hellenistic culture. After his
death, the empire broke up into Egypt, Syria and Macedonia and by 150 BC the
Romans conquered Greece.
2) Rome
Romulus - legendary founder of Rome in 753 BC
Etruscans - established a strong monarchy in the 6th century but their autocratic
rule led to their downfall when the Romans overthrew them
Romany established a Republic
Two classes of people: Patricians and Plebeians
Senate - the ruling body in the Republic but dominated by Patricians (upper class)
Twelve Tables -a legislation which gave Plebeians (lower class) equal participation in
government
Punic Wars-fought by Rome against Carthage and resulted in Rome's acquisition of
Spain a group of continued the
First Triumvirate (Julius Caesar, Pompey, Cassius) military leaders responsible for the
expansion of Rome
Second Triumvirate (Anthony, Lepidus, Octavius) work started by the First
Triumvirate
Octavius (later known as Augustus Caesar) - was responsible for further expansion
of Rome; bestowed the title "Prince?" (First citizen); crowned the first emperor of the
Roman Empire under whose reign. PAX ROMANA prevailed
Weak successors later split the empire into two: Western Roman Empire and Eastern
Roman Empire (later known as Byzantine Empire.
Fall of Rome (476 A.D.) was due to the attack of Teutonic Germanic tribes. Only the
Western Empire fell. Eastern Roman Empire gained strength and later on flourished
as the Byzantine Empire.
Medieval Period
1. Dark Ages - ushered in the Middle Ages. Barbarians from Germany dominated
the Western Roman Empire after Its fall thus the grandeur of Rome was lost.
2. Franks - barbaric tribe that settled in Gaul (presently France). Their conversion
to Christianity inspired them to restore Europe into a civilized world again. Charles
Martel defended Europe from being dominated by the Moslems, Under
Charlemagne; France expanded its territory at the same time spreading the
Christian faith. In recognition of his work for the Church, he was crowned by the
Pope and was given the title Emperor of the Holy Roman Empire.
4. Feudalism
social, economic and political system
characterized by strong lord and vassal relationship where the lord gave protection
to the vassal and the vassal rendered services to the lord (act of fealty)
Chivalry - in reference to the trait expected of a Knight where he had to manifest
refinement in manners and courage and commitment in the defense of his lord.
Manorial system - where economic activities revolve around agriculture to generate
income for the lord.
5 Crusades
A series of military expeditions by the Christians of Western Europe during the 11th
and 13th century to take back the Holy Land (Jerusalem) from the Muslims.
6. Guild System
Modem Period
1. Renaissance - this movement to revive the study of Graeco-Roman classics
ushered in the modern times. Humanism of the Greeks and Romans was revived
such that liberalism characterized this period.
2. Age of Revolutions
a. Intellectual Revolution
started with the age of enlightenment or age of reason
b. Scientific Revolution
where discovery and inventions took place This ushered in the Age of Discovery
and exploration of territories.
c. Industrial Revolution
marked by change in economic life. Hard labor was replaced by machineries.
Industrial Revolution started in England and it is still in progress today. Commercial
Revolution was an offshoot of Industrial Revolution.
d. Political Revolution
This revolution is aimed at changing government. This was an offshoot of the
spread of liberal ideas. Two Famous revolutions; French Revolution (1789-1799);
American Revolution (1775-1783).
e. Religious Revolution
Reformation - a move started by Wycliffe and Hus and pursued by Martin Luther
aimed at reforming some practices of the Christian Church.
Counter-reformation - a movement undertaken by the Catholic Church to reform
its own ranks.
GLOBAL WARS
World War I - immediate cause was the assassination of Archduke Frances Ferdinand
of Austria on June 28, 1914. Warring groups: Triple Entete (Allied Powers) composed
of England, France and Russia; Triple Alliance (Central Powers) composed of
Germany, Austria and Turkey. United States declared neutrality but joined the Allied
Powers when Germany torpedoed the British ship "Lusitanian" where several
Americans were on board.
In 1949 Mainland China came under communist rule when Mao TseTung successfully
entrenched himself in power, President Chang Kai-Shek was forced to go in exile in
Taiwan (Formosa) and continued to administer the nationalist government there.
This conflict between Mainland China and Taiwan raised the issue of "One China or
Two China policy".
1991 saw the disintegration of USSR when Mikhail Gorbachev advocated the
"glasnost and "perestroika". East and West Germany also united.
As the world moved towards the 21st century, globalization was pursued. The five
areas emphasized are:
1.
Globalization of markets
2.
Globalization of communication
3.
Globalization of culture
4.
Globalization of ideology
5.
Political globalization
September 11, 2001 - the world was shaken when the World Trade Center in New
York City US was destroyed where thousand of people died. Suspected brain of such
terrorist attack was Osama Bin Laden who to this day is still being hunted.
Asian Studies
Geographical Features
World's largest continent (17,139,000 sq. miles nearly1/3 or the earths land).
Geographically it is compact and unified
Boundaries: Ural mountains from Europe; Red Sea and Suez Canal from Africa
It is a continent of physical contrast Mt. Everest, world's highest mountain (29,028
ft); Dead Sea (1,292 ft. below sea level) as the lowest
Term Asia was derived from an early Aegean term ASER which meant "sunrise".
ASIA was first used by Pindar, a Greek poet.
It also has demographic potentials - more than half of the world's population is in
Asia where there is low death rate. high birth rate and longer life expectancy
Asia was the seat of the world's civilization
Asia's nationalism is a powerful force which is shaping the future of Asia and the
world
Asia is the home of religions
C. Pre-historic Asia
1. Earliest man
- Asia is said to be the place which has yielded the greatest number of fossils of
simian species. Ramapithecus fossils were discovered in Pakistan and in the Yunnan
Province in China. Ramapithecus fossils is said to be the closest to man.
- Earliest man's capacity for production was Shown through the development of
tools. Technology divides the evolutionary period of culture into:
Stone Age
Bronze Age
Iron Age
- Activities engaged in during Stone Age: food gathering, hunting. Mastery of fire
was a great step in man's emancipation from the environment
2. Peopling of the Pacific was the greatest feat of colonization. Migration took place
in Southeast Asia, Australia and its island neighbors in the great Oceans (Melanesia,
Polynesia, Micronesia)
D. Birth of Civilization
Bronze Age (3,000 BC - 1800 BC) saw the birth of civilization
Early civilization started in the river valleys
Tigris-Euphrates
Mesopotamia
Nile
Egypt
Indus
India
Yellow River
China
Hinduism
India
b.
Buddhism
India
c.
Christianity
Israel
d.
Islamism
Saudi Arabia
e.
Judaism
Israel
f.
Zoroastrianism
g.
Shintoism
Japan
Horse riding people, semi-nomadic who attempted to move towards the fertile lands
of China. They were based in Mongolia then extended to Manchuria, Central Asia
and even reached as far as the Slavic territories to Germany and Spain in the 5th
century.
Greatest leader was Attila who upon reaching Rome was persuaded by Pope Leo the
Great to give up his plans to take Rome.
2. MONGOLS
Based in Central Asia (near Lake Baal), they lived in small groups of few families.
Basic social and political units were patriarchal dans: spiritual life was focused on
loyalty to cian. Polygamy necessitated the acquisition of wives outside of the clan
and in most cases, wives were obtained through seizure.
Genghis Khan (or Chinggis Khan) was formerly known as Temujen. He acquired the
name Genghis or Chinggis (meaning "universal ruler") after successful conquest
were made by him. His empire extended as far as Middle East and Europe. They
were noted for espionage and psychological warfare
F. Development of Empires
1. Persian Empire (West Asia)
Recognized as the first biggest empire, especially during the time of Cyrus,
Captivity of Babylon, the capital of the Chaldean empire in 539 BC signified the
ascendancy of this Aryan race over the older cultures. The empire included the
Iranian Plateau, the Fertile Crescent, Anatolia, Sogdania, Egypt (conquered by
Cambyses). Darius moved westward through the Balkans only to be repulsed by the
Greeks in the famous Battle of Marathon. Eastward, Persian reached as far as
Punjab in India.
- Persian empire was known for its organized political system where the empire
was divided into political units known as satrapes ruled by satraps. This satrapes
could be the equivalent of present day provinces.
- Zoroastrianism was advocated most especially during the time of Darius, when
he declared that sovereignty was granted to him by Ahura Mazda because he
advocated this god's teaching which was to act righteously and justly to all men.
-
- Caste system was institutionalized where Indian society was divided into
Brahman, Kshatriya, Vaishya and Sudra.
- In 6th century BC, opposition to the rigidity of the Caste system led to the
development of Buddhism and Jainism. Buddhist propagated a new concept of
Dharma which emphasized tolerance and non-violence.
- During the reign of Asoka (3rd century BC) Buddhism was accepted because he
himself had become a zealous follower. He used the Buddhist religious principles for
secular purposes such that his reforms were focused on humanity in internal
administration and the abandonment of aggressive war. He termed his territorial
expansion as conquest of Righteousness.
G. Development of Trade
-
Commerce between Europe and Asia began as early as the first century A.D.
Trade / Commerce was conducted through land routes and sea routes
1.
2.
3.
4.
By the 3rd century A.D. Korea and Japan acquired the knowledge of sericulture and
by the 6th century Byzantium teamed the secret of sericulture
2.
Buddhism spread to China and to the rest of Southeast Asia and Far East
3.
Christianity and Islamism found their way to China and other parts of Asia
4.
Tang Dynasty
Islam
Byzantine (Turkey)
China
-
West Asia
West Asia
5. Trade played an important role in defining Asia and Asian civilization to the
Western word:
Earliest reference to Asia was made by Herodotus who wrote about the "nomad
synethians who dwelt in Asia"
Western world perceived Asia as the source of silk, spices and various exotic
products
Asia and Europe were linked. Goods were exchanged and migration of people took
place
Asian religions were spread to different parts of the world
European countries set out to explore lands for economic and military reasons.
2.
B. Imperialism in Asia
Most countries in Asia came under colonial rule particularly those in Southeast Asia,
except Thailand
China was under "sphere of influence."
Korea (hermit Kingdom) and Japan went out into isolation to avoid the influences of
western countries but eventually were opened to allow Western countries to trade
with them.
C. Asia's involvement with the West dragged her into 2 global wars. In World War II
Japan actively led the war in the Pacific on the side of the Axis Powers. Japan
occupied most of the territories in Southeast Asia.
D. After World War ft, colonies occupied by Japan came again under Western rule
but were eventually given independence. Korea was divided; so with Vietnam due to
ideology (Democracy advocated by USA and Communism by USSR)
E. Experiences from colonial rule changed the outlook of most people in Asia.
Pyramid - Egypt (in Ancient Times, Egypt was considered part of the Orient)
B. Form of Writing:
-
Hieroglyphics-Egypt
Cuneiform-Mesopotamia
Sanskrit - India
C. Religions - all major religions and many other minor religions of the world
originated in Asia
D. Empire building
E. Great Philosophers: Confucius, Lao Tzu, Mencuis