Philosophy of Education in Ancient Egypt

Whenever we view the civilizations of the past we find processes and developments which were essential to the success of that culture or society. In the case of ancient Egypt, education was fundamental in its advancements. In the following reflection I will be commenting on what strikes me as most important in reading about education in ancient Egypt? And how does the philosophy of education relate to ancient Egypt?

Egypt, one of the most advance civilizations of the ancient world, used a threefold approach in education which until modern times has not been able to produce the results which were achieved in this empire. With limited machinery, technology, and resources we see this ancient empire construct and establish laws, systems, and edifices which are to be envied. Much of their success depended on ability, skill, wisdom and divine guidance. Throughout its history, we learn that Egyptians established the homeschooling, apprenticeship, and temple institution as a means to impart and attain knowledge. In their academic development we find something uniquely rich in the establishment and rules of their educational programs. Children began their vocational practices at an early age in which, their parents and adopted elders were invoked to participate in the development of their skills. This strikes me as interesting because much of the lifelong vocation that a young Egyptian adult would perform would have been handed down from previous generations. This, in many instances, meant that the trainee did not decide on his or her own vocation but would have been already destined to perform certain functions in society because of previous generational successes. This brings to light the cultural differences found in today’s society. The influence of culture was very important in the framework of how these ancient schools functioned.

Another element that strikes me interesting is the implementation of ethical principles found in the “Book of Instructions”. These principles were part of the “core curriculum” found in Egypt’s academicals programs. Trainees were also instructed in the areas of “justice, wisdom, obedience, humanity and restraint” which was offered as components of living a well ordered life. Most of these components had ethical and religious foundations which we see playing an important part of the Egyptian culture. Having these types of academic virtues could have very well meant the difference in social status. For we see that education had its rewards even in ancient Egypt.

In the study of educational philosophy we have learned that through the development of education and in each distinct classroom, teachers and programs may possess philosophical bases which form the teaching and program styles. These philosophical values forms the platform of teaching in which the institution base their curriculum courses. Evaluating the different Westernized philosophies found in teaching which range from “essentialism, perennialism, progressivism, social reconstructionism, existentialism, and others”, it is my contention that Egyptians had formed or adopted an academic philosophy that closely resembled that of essentialism and perennialism. These types of philosophy urges that “traditional disciplines” and “teacher centered philosophies” are implemented. The transferring of knowledge, information, vocations and skills from the older generation to the younger generation was vital in the development and success of the students. The importance of cultural literacy was also prominent in the “core curriculum” of these Egyptian trainees, and to make sure of this enculturation cultural book, ideas, and concepts remained the cornerstone of the educational program.