DANIEL ALCIDES CARRIÓN NATIONAL UNIVERSITY

FACULTY OF EDUCATION SCIENCES

DISTANCE VOCATIONAL TRAINING SCHOOL

SPECIALTY – COMPUTING AND INFORMATICS

COURSE PEDAGOGY

ISSUE EDUCATION AT DIFFERENT AGES

TEACHER Mg. Ramon ROBLES HUAYNATE

STUDENT : Agustin Gilber BASILIO ROBLES

Yanahuanca, September 2015

 EDUCATION AT DIFFERENT AGES

INTRODUCTION

Throughout history and throughout the world there has been a constant change in education and its
systematization, because education as an important factor in the transmission of culture plays an
essential role for each age and/or society; so it is known without a doubt that it has been modeled for
their purposes.

The constant and reliable production of a given model is a universal characteristic of the different
school systems that have been created, all born from the needs in a society in time and form in order
to promptly provide a solution.

But due to the plurality of thought in a social group, various school systems have been envisioned
with a particular objective; that is, focused on a need considered in a current as a priority, which is
why we have frequently found different “schools” operating under their own philosophies in the
same society, which at some times in history and in some places in the world has been seen ,
considering the impacts they generate on the environment.

Education is so widespread that it is not lacking in any society or at any time in history. In every
society, no matter how primitive, we find that man educates himself.

Primitive peoples lacked teachers, schools and pedagogical doctrines, however, they educated man,
involving and pressuring him with all the actions and reactions of their rudimentary social life.

In any of the contemporary civilized societies we find educators, educational institutions and
pedagogical theories; That is, we find a planned, conscious, systematic action.
 EDUCATION IN THE ANCIENT AGES

There is no doubt that the teaching of ancient times was the fundamental basis of today's education,
because since that time teaching methods directed by an educator were put into practice. It strikes me
that teaching methods were used that are still used, such as: abacus, colored stones, figurines, etc. In
ancient Greece, more specifically in Athens, it was an intellectual education like that of our time, it
was always based on severe discipline. In Sparta, education prepared children and young people by
maintaining good physical condition to be ready for war, for them the intellectual aspect was not so
important. It must be taken into account that in these two states it was a privilege for few to study,
only the children of the government people studied who prepared to be the future slaveholders and to
occupy positions in the state the children of the slaves were educated by their parents teaching them
a trade. Great philosophers came out of ancient Greece who contributed to teaching and education,
such as:

SOCRATES: His theory was that the student analyze and investigate the why and wherefore of
things and not be satisfied with what they see at first glance.

PLATO: His pedagogical thought was to instruct the child from a very early age through play and
socialization. He said that ideas were eternal, hence what we know today as preschool arises.

ARISTOTLE: His ideas had great influence on the development of ancient pedagogy; he
considered that physical, moral and intellectual education were interrelated.

ROME: In Rome there were two schools, the elementary and the grammar, which were private, in
the elementary the commoners studied, and in the grammar the children of the nobles.
Today's education is similar to that of ancient times, today there are few who have the right to study
since the resources of some families are not enough to cover these expenses. How good it is that our
colleagues and we, future educators, will work together to encourage students to study, and to have
the goal of becoming the best professional.

The Ancient Age is the historical era that coincides with the emergence and development of the first
civilizations, where the greatest attention is paid to the discovery of writing, which marks the end of
Prehistory and the beginning of History.

In the same way, urban life began (cities much larger in size and different from villages, the
appearance of political power (palaces, kings), and organized religions (temples, priests), a complex
social stratification, efforts large-scale groups that demand compulsory work benefits and taxes, and
long-distance commerce (all that has come to be called the urban revolution.

In the cities and villages there were teachers who taught the first letters in mixed schools for boys
and girls. Among the people there were illiterate people but there were also those who knew how to
read and write.

However, only boys from wealthy families continued studying after the age of twelve. A
"grammarian" or literature teacher came to their house so they could study classical authors and
mythology. Rich young people studied to cultivate their spirit, not to "earn their bread" or to
integrate into public life. The subjects that these young people learned had a "prestige" value
because they beautified their souls, like rhetoric, which was the art of speaking eloquently in public.
All the boys learned models of judicial or political speeches.

At fourteen years old, the young man began to wear adult clothing and a couple of years later he
could opt for a public career or enter the army. There were young noblemen who at the age of
seventeen were officials, priests of the State or orators in the forum. Learning about civic and
professional affairs was learned in school. Likewise, the Greek language and literature was taught
there. This gave them prestige in society and elevated their intellect, thus forming what we
commonly call social classes.

EDUCATION IN THE MIDDLE AGES

For centuries, teaching, learning, the scarce knowledge that had been rescued from the Greek and

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Roman cultures, were associated with the Catholic Church and, above all, with the needs that it had
(such as, for example, in religious services and the reading of sacred books).

Latin was chosen as the official language of the Church, so throughout this period in teaching and in
the exchange of knowledge, Latin was the language that was used. It must be said that at all this time
there was not much mathematics available, although in the educational curriculum for the few
schools that existed, some emphasis was given to mathematics. For example, the educational model
was made up of what is called the quadrivium and the trivium . The first consisted of geometry,
arithmetic, astronomy and music. The trivium: by rhetoric, grammar and dialectic. However, as we
have said, the mathematical level was low, just very basic arithmetic and geometry.

Education in the middle ages can be divided into two stages:

1. EDUCATION IN THE HIGH MIDDLE AGES

The first period after the fall of the Western Empire has been called the Early Middle Ages and
would extend until approximately the 10th century. Significant political processes take place at
this stage. Some Roman-barbarian kingdoms had established themselves more or less solidly in
the territory of the Western Empire, where the only authentically Roman political authority was
the church and above all the papacy; On the other hand, the Eastern Empire retains its unity and
strength, which will allow it to attempt the reconquest of the West. These three centers of power
will confront each other in an ideological and military struggle. Later, a new religious and
political phenomenon will appear that incorporates a new social actor that will join and confront
the pre-existing ones: the growing phenomenon of Islam.

• DECLINE OF CLASSICAL CULTURE.

In the year 400 AD Pope Gelasius I will insist: "Do not admit to the priesthood anyone
who is ignorant of letters or has any physical defect," Saint
 Ferreol warned: whoever wants to bear the name of a monk should not be allowed to
ignore the letters. The Visigoths of Spain will convert to Catholicism in 589 (this will
give rise to a cultural renaissance that is interrupted only by the Arabs, causing, with the
diaspora of Christian intellectuals, a resurgence of studies throughout the West).

• THE CHRISTIAN SCHOOL "MORE SYNAGOGAE".

With the dualism of state and church, still being in the hands of the Romans, it is
precisely the church that reorganizes culture and school. In 418 Pope Zosimus had
established the first religious schools, because he said the priests did not want to teach
before learning.
The organizational model of these schools for the training of priest-teachers is the
Hebrew school. Christianity, founded on the Hebrew tradition, marks a clear separation
from the ancient tradition, which wanted to exclude popular groups from education. The
mandate (go and teach all people) marks a new mental attitude: everyone must be, if not
cultured, at least acculturated through a process that today we would call
institutionalized, access being open to anyone to that body of teachers who It is precisely
the clergy.

• THE SCHOOLS IN THE BISHOPS AND CENOBIUMS.

The council of Toledo of 527 in Spain and the council of Vaison in France advise
allowing boys who have reached the age of eighteen to choose between marriage and the
priesthood. Thus, the formation of priests was also a possible path of instruction for the
laity.
There was an individual reading and a common liturgical reading; Here we speak
precisely of learning and teaching the readings.
Towards the middle of the 11th century Europe was in a period of evolution unknown
until then. The era of the great invasions had come to an end and the European continent
was experiencing the dynamic growth of an already settled population. Urban life and
regular large-scale commerce were reborn and developed
 a society and culture that were complex, dynamic and innovative. This period has
become the focus of modern research and has been called the 12th century Renaissance.

• THE NEW SCHOLASTIC CULTURE.

Considering the educational initiatives of the secular clergy and the regular clergy, it can
be said that the contents have changed from the classics of the Hellenistic-Roman
tradition to the classics of the biblical-evangelical tradition.
The culture that the monasteries offered to the oblates and monks, and that the rectories
and bishoprics offered to the clerics, was very little compared to the ancient classical
culture, although it was edifying: psalms and sacred writings in general, plus the law.
ecclesiastical and some fabulous life of a saint. This new “concrete instruction” could
not do without formal preparation in reading, writing and doing accounts, although at
much lower levels than traditional ones.
The cultural tradition of the classical world retains only an instrumental value. The
hypothesis is that the study of grammar, even at minimal levels, serves to reach an
understanding of the sacred scriptures. Calculus is an instrument to measure the seasons
and hours of the liturgy.
It is thought that the teaching would be based on memorizing the names of the letters,
which was a continuity of traditional Jewish methods. They would then move on to
spelling and eventually syllabic, before reaching the reading of the texts. Thus, for
writing, the pruductalis is still used, a template on which the letters that the boy must
reproduce are drawn.

• AGAINST CLASSICAL CULTURE.

When Christian schools were established, the polemic against classical culture was
renewed, leading to its temporary disappearance ('an ecclesiastic should not read the
books of the Gentiles; he should read those of the heretics only because of the demands
of the times'), although Cassiodorus at Theodoric's court later attempts to reconcile both
traditions.192 But

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 even for Cassiodorus: “the liberal arts should be learned only to be able to understand
divine words more subtly, thanks to the instruction that is contained in them.”

• CITIZEN CANONICAL SCHOOLS.

Alongside this cultural reworking, another revolution is taking place, allowing access to
instruction to expand to include previously excluded children from subaltern classes. If
the parishes and monasteries are the new school and the priests and fraternal priors are
the new teachers, the children of centurions no longer go to school, without children of
humble origins, and often slaves from overseas. It is the new Christian attitude of
openness to all in terms of education (especially serving acculturation).
The boys or adolescents who are in the clergy begin to be housed in a room in the
atrium, so that they can spend those years in ecclesiastical disciplines, avoiding lust,
entrusted to a very venerable elder, who is a teacher of doctrine and an example of life.
Successive monastic rules will follow these prescriptions.
This sets up a true school in the parish. Its students gain access through recruitment
within the ecclesiastical organization:
“The council of the year 638 prescribes that boys whose parents have received a title of
freedom, be accepted into the church to which they owe a gift, in order to be instructed.

2. EDUCATION IN THE LATE MIDDLE AGES.

As is well known, the church has been present and in the Middle Ages, it is no exception, the
church has been an important part of instruction.
The most important points of this time will be mentioned below:

• The decline of the church begins to emerge, the parochial and episcopal schools and the
cenobial schools are increasingly mediocre, which is where the “schola” appears.

• One of the differences between high and low age is that at this time education is not so
strict, since leisure is allowed here.
• The bishop stops being the teacher so that the magischola appears, who is in charge of
education, and most importantly "licensed" for teaching, and in religious ranks one of
the highest, for this reason he could give licenses for teaching (licensure docenti).

• Education tries to be for everyone, even the poor, everyone must have literary and
religious knowledge mainly.
• As there are licenses from the magisholas, the teaching leaves the monasteries, and the
forbidden worldly sciences begin to gain strength.

• Universities emerged, supervised by the church, and in these universities only those who
had a license could teach.

• The secular education of the Middle Ages is constituted by the development of chivalric
education.
• The social and political conditions of this time give rise to a type of man who is
distinguished by his warrior conditions.
• Here the importance of physical education, courage, honor, fidelity and
courtesy.

• At this time, warrior education becomes education

chivalric, assuming as its own the intellectual aspects, different from those of the science
of the clerics.

• As a rule, at the age of fifteen the boy became a page or squire of some expert knight
whom he followed as his own master; and at the age of twenty, he finished his
education, he was proclaimed a knight.

• KNIGHTLY EDUCATION.
Classes: musical and warrior
V ¨Ideal: Form knights without blemish and without fear, virtuous, experts in
weapons; protectors of the weak; faithful to God, to the Church, to his lord and
his lady
V ¨Seven perfections of the knight : riding, shooting archery, fighting, hunting,
swimming, playing chess and versifying.

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• CIVIC EDUCATION.
V Municipal Schools. They were born because the schools run by the clergy did not
prepare students for the demands of the community.
V They had a more practical orientation.
V Special importance to the mother tongue, without giving up the teaching of Latin
V Rudiments of geography and natural sciences.
V Teaching reading, writing and calculation had a more practical and utilitarian
orientation.

• UNION EDUCATION.
V Education for the children of members.
V It had technical sense, practical, industrial and commercial orientation
V The workshops, the work center were the schools, where they were educated for the
trade through its daily practice.
V It included the degrees of:

■ Apprentice,
■ Companion or officer and Master.

Social pyramid in
the Middle Ages
The first element of medieval society is
the king. He was followed by his
vassals (dukes, counts and high
prelates), who received the services of
more modest people.
 EDUCATION IN THE MODERN AGE
The meaning of the concept Modern Age is related to humanist ideas, who consider themselves
bearers and promoters of a new mentality, what is modern, what is fashionable, what is current,
opposed and opposed to the medieval mentality, which they believed to annul and wanted. replace.

However, the expression Modern Age is also used very frequently to designate a specific historical
era and as such extinct, surpassed and irrecoverable, clearly different from the Middle Ages and the
contemporary age. Understood in this way, the modern age would encompass three centuries of
Western history, the 16th, 17th and 18th, and would correspond to a society and a culture with well-
defined profiles, often opposed to the basic features of the current world.

The dates of the beginning and end of the Modern Age are difficult to establish and vary slightly
from one European country to another. The beginning of modern times is usually placed in the
conquest of Constantinople by the Turks (1453) or in the discovery of America in 1492.

The Modern Age: can be considered a period of transition, in which trends present already in the
last centuries of the Middle Ages are accentuated and strengthened. The culmination of this process
will take place at the end of the 18th century in 1789 with the French Revolution and will mean the
definitive break with the order until then prevailing in the West, which had been inherited from the
Middle Ages.

The Modern Age: closely linked to the process of modernization of European society is the
bourgeoisie, a social group on the rise during the late Middle Ages, called to play a role of singular
importance in the history of the West. The latter means weakening one of the basic principles of the
political order, in which social status is no longer inherited and preserved automatically but rather it
is necessary to acquire it and, where appropriate, maintain it.

Education therefore increasingly becomes a way and instrument of social advancement.

Another characteristic phenomenon of the Modern Age is the division and loss of collective identity
of the various orders or classes into which medieval society was divided.

• ORIGIN AND EVOLUTION OF PEDAGOGICAL HUMANISM

Historical Humanism: is the cultural movement that marks the passage between the
Middle Ages and the Modern Age, reaching its peak in the 15th and 16th centuries and
beginning to decline in the 17th century.
They are medieval roots that announce the birth of Renaissance humanism, one of
whose greatest manifestos is the work of Lorenzo Valla (1406-1457), the elegance of the
Latin language.
Valla is the initiator of a philosophical current that emphasizes the place of language in
 education. Language, and especially the language of culture, Latin, is the instrument of
communication, the key to knowledge and the most complete manifestation of human
perfection.
But now a new era of cultural splendor is opening in which there is a clear awareness of
a break with the medieval centuries and the restoration of intellectual life.
The flourishing of letters has extended its benefits, according to Bodin, to the entire
social fabric. It is the recognition of living in a time of splendor that, beyond the
medieval centuries, connects with the roots of Western civilization.
But humanists do not only seek intellectual renewal. What they really advocate is a
reform of life and customs. This ethical dimension is the true key to humanism and what
gives it a clear pedagogical character.
Also in this line we must look for the origins in Italy. There, in the first half of the 15th
century, there was a nucleus of humanists, initiators of a pedagogical current that, like
the new culture, would soon spread to the rest of Europe.
Authors such as Pier Paolo Vegerio (1370-1444), Leonardo Bruni (1369 1444), León
Batista Alberti (1404-1472), Aeneas Silvio Piccolomini (1405 1464) or Maffeo Regio
(1407-1458) write works in which the master ideas that shape modern education are
found .
In Spain specifically, we can speak of a circle of writers that around Alfonso de
Cartagena (1384-1456) already announces the restoration of classism. In it some great
pedagogical treatises shine with their own light, but above all, a multitude of partial
writers, sometimes secondary, proliferate, reflecting the extent to which the

The intellectual world has taken up the cause of education. Rationalism, the
development of empirical sciences, faith in progress and the possibility of dominating
nature are the new forces that will end up displacing humanistic education.

• FUNDAMENTAL EVENTS IN EUROPE IN GENERAL IN THE MODERN

AGE.
V Discovery of America
V Development of trade through discovered lands, colonial trade.
V Renaissance: a renaissance of science, culture and art occurs.
V Division of Christianity: the unity of Christians is broken, which is now divided
into Catholics and Protestants.
V Absolutist monarchies: the kings recover the power that they had given to the
nobility during feudalism.
V Social organization

■ King
 ■ Nobles
■ Clergy
■ flat town
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Farmers
8
Artisans
8
Bourgeois: growth of the bourgeoisie
consequence of the development of trade. In some countries
they already show signs of their interest in governing, but it will
be at the end of the Modern Age when the French Revolution
occurs.

• THE EDUCATION OF WOMEN IN THE MODERN PERIOD

If in the Middle Ages the “women's quarrel” revolved around scholasticism about the
inner “badness” or “goodness” of women, in the 16th century the fundamental topic of
debate in the scholarly circles of Europe was education. Women's. During the 17th and
18th centuries, an evolution of the opinion that society had about them is recorded.

France was called the “women's quarrel” and the discussion persisted through the
centuries.
The intellectual training of women, in most cases, is self-taught given the existence of
educational centers in which young women could educate themselves.
Since the 16th century, girls were authorized to attend Primary Schools with boys, but in
practice this was difficult to accept. At the end of the 17th century, the brotherhood of
San Cassiano, which brought together teachers, opposed maintaining the moral and
spiritual dangers posed by mixed education and demanded different establishments for
each. The result was that, where this precept was fulfilled, girls were left without
schooling, since most towns did not have sufficient resources to pay for two educational
establishments. In 1768, Charles III ordered the establishment of educational houses for
girls and applied the assets of the Jesuits intended for the same purpose to their
maintenance.
 EDUCATION IN THE CONTEMPORARY AGE

Education in the contemporary age It is the name used to designate the historical period between the
French Revolution and the present day, the contemporary age, thresholds of the contemporary age,
French Revolution.

It covers a total of 220 years between 1789 and 2009. It is a time characterized by revolutions and
great artistic, demographic, social, political, technological and economic transformations.

Science and culture enter a period of extraordinary development and diffusion; while art and
literature, freed by romanticism, from academic restraints and open to an audience in an increasingly
extensive market; They have been subjected to the impact of the new mass media, written and
audiovisual, which caused them a true identity crisis that began with impressionism and the progress
that has not yet been overcome.

• EVENTS FUNDAMENTALS OF THE AGE

CONTEMPORARY.
The First World War at the beginning of the 20th century and the Wall Street crash in
1929, which lead to a time of recession and conflicts that will trigger the Second World
War and cause a situation of emptiness, desolation and loss of meaning.
The main characteristic is freedom of expression and their provocative attitude, they use
language and vocabulary that scandalizes and that humorously criticizes the culture and
times of the moment. They publish their own manifestos in which they defend their
ideals, claim the original and attack everything previously produced for considering it
different.

• IN EDUCATION
School and compulsory military service served to stimulate nationalist sentiments
through daily ceremonies, such as the raising of the flag. With the same objective, new
national holidays were established, such as the one commemorating the French
Revolution, remembered on July 14 in France.

• CHARACTERISTICS OF EDUCATION IN THE 20TH CENTURY

During the first half of the current century, considerable reforms have been made to
education, later increased to give the same fundamental characteristics based on
scientific and social values.
Another characteristic is the universalization of public education, preserving the national
meaning. But, a universal education is not only one that extends its benefits to everyone,
but fundamentally one that suits or satisfies the great variety of social needs, capacities
and individual interests.
The concern for education in the current century and, especially, in recent decades is
well known.
The psychological knowledge of the student is intensified in a scientific way; the
influence of the school environment on education is studied and deepened; The values of
normal, subnormal and gifted learners are established for the purposes of an appropriate
education at each level; pedagogical techniques are studied and applied with scientific
criteria; Education is organized with social-economic criteria, from preschool to higher
education; The teacher is enlightened for the purposes of his cultural and educational
improvement for better knowledge of the importance of his specific function and to act
with more security in the difficult art of educating; scientific research in education is
promoted; technical education is favored and studied with social pedagogical criteria;
The student's personality is valued and guided appropriately for his or her total
development; the study and applicability of comprehensive education is intensified; the
objectivity of teaching is more widely appreciated and learning and performance
outcomes are scientifically assessed; There is considerable interest in teaching to
overcome its cultural and pedagogical heritage, at the same time, to value the useful, the
positive of its performance and educational updating; The child is reminded of his social
function and is valued as an element of the community for his education; the same is
extended to parents and adults; equal opportunities in education are promoted; the public
school is concretized in its qualitative and quantitative realities; are studied in greater
depth

education systems to adapt them to social changes, although the changes in these
systems are insufficient to satisfy the demands of future generations even when
projected with a view to the future and, so much so, that there are numerous existing
social problems without solutions, despite of changes in education systems.
Does this mean that social changes occur so quickly that they prevent educational
changes from reaching them? In this aspect, education has the responsibility of
developing and training intelligent types to value and direct new forces towards
happiness, and changes in education must be in accordance with the values of social
changes.
 CONCLUSIONS
Education appears at the same time that human beings begin as part of a social group, since through
it customs, philosophies, traditions, ideologies, etc. have been transmitted. elements that give each
group its own characteristics. It is for this reason that education in each culture or society is different,
since the purposes in each of them vary. Power is organized and maintained in each type of society.
Education as part of a complex political system is responsible for maintaining power as it is
constituted, it is the ideal conduit to preserve it, so as a school system it is planned according to the
purposes of power in each society.

■ OLD AGE
Education was rigid and strong, it was taught by the father until the age of 7, after which
they entered a boarding school where they were trained for the militia. At the age of 18 they
entered the army and their function was to protect the state. At 21 years old they were
considered citizens and could hold public office.
In Athens, the education of the child was provided by an elderly slave who acted as a tutor.
In Rome there were two schools, the elementary and the grammar, which were private, in
the elementary the commoners studied, and in the grammar the children of the nobles.

■ MIDDLE AGES
Education in the Middle Ages fell mainly to the church. The content of education was
mainly based on the teaching of liberal arts and Christian doctrines.
The freedom of teachers to teach in various places through obtaining a license allowed the
emergence of the first universities.
The grouping of producers allow teaching for a
specialization at work.

■ MODERN AGE
The Modern Age is a historical period between the end of the 15th century and the 18th
century, more precisely between the discovery of America (1492) and the French Revolution
(1789).
 At this stage it is especially worth highlighting the weakening of the rigid classes into which
feudal society was divided, the takeoff of industrialization, and the emergence of the
bourgeoisie as a social class with great economic power, which needs to be educated in a
world of more open ideas. than the closed medieval religious thought, and which will have
its climax in education, in the late modernity, with the Enlightenment movement of the 18th
century.
The church little by little sees its position as monopolizer of knowledge relegated, and
Humanism is permeating the way of teaching, centered on the human being, more practical
and reflective, with the purpose of forming him in body and soul, as a free individual and as
part of the social fabric, with teaching being much more inclusive and not reserved only for
the powerful.

It included the teaching of letters, including, in addition to the language itself, Greek and
Latin, the arts and sciences, to which dialectics and rhetoric were added, trying to
accumulate the greatest amount of knowledge, by rote. The study of the classics was
deepened, especially Plato and Aristotle, without neglecting the study of religion, but from a
less dogmatic point of view.
Early childhood education considered the child with his or her own psychological
characteristics, with the role of parents and educators being fundamental at this stage, who
had to respect the individual's evolutionary stages. In the 16th century, with the help of
thinkers such as the Frenchman Jean Bodin (1530-1596), public education, free and at the
expense of the State, was already proclaimed advisable.

■ CONTEMPORARY AGE
The Contemporary Age, that is, our era, still sees obstacles; not only in women's education
but in education in general.; With the wars and other armed conflicts that have taken place in
recent years, education has been slowed down in conflict zones and we

As a third world country, a third world country or whatever you want to call it, we have
diverted our attention to these phenomena, we continue to have problems with education.
We must as humans, brothers for living on the same island we call a planet, do something
for those who have less than us. But since we are so accustomed to seeing others do what
corresponds to all of us, we only know how to say that “governments must solve everything,
that is why they were elected and placed in power.” Locke said “that politics is a necessary
evil.”
In the particular case of Honduras, we believe as a group that our politicians are so bad that
we do not need them.
Politicians are generally not interested in their education, much less that of the people of the
town. You do not need to be literate to enter politics or government. The less education the
population has, the easier it is for them to manipulate them as they wish.
They mistranslated what Abraham Lincoln said to define democracy: “government of the
people, by the people and for the people.” Our leaders have shown us “that the government
is not to serve the people but to serve the people.”
Education must be for everyone, without exclusion of race, creed, language, nationality,
gender, social or economic status; not only to spread wisdom and knowledge, but through it,
spread the morality and spirituality that many do not possess and that most of us omit. It is
not with wars or treaties that we can help the less favored people, but by taking the same
ideal and putting it into practice.
As teachers we must take this into account: Education must be accompanied by Vocation
and the Heart.