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Although systems of higher education go back to Ancient Greece, China, India, and Africa, the concept of postgraduate education depends upon the system of awarding degrees at different levels of study, and can be traced to the workings of the European mediæval universities. University studies took six years for a Bachelor degree and up to twelve additional years for a master's degree or doctorate. The first six years taught the faculty of the arts, which was the study of the seven liberal arts: arithmetic, geometry, astronomy, music theory, grammar, logic, and rhetoric. The main emphasis was on logic. Once a Bachelor of Arts degree had been obtained, the student could choose one of three faculties  law, medicine, or theology  in which to pursue master's or doctor's degrees. Theology was the most prestigious area of study, and considered to be the most difficult.

 


The grammar translation method instructs students in grammar, and provides vocabulary with direct translations to memorize. It was the predominant method in Europe. Most instructors now acknowledge that this method is ineffective by itself. It is used by many Latin teachers, allegedly because a dead language is usually only written. However, this method is ineffective for written languages too, and Latin only became dead after the grammar translation method was introduced. Up to the 17th century, when Latin was spoken, it was not taught like this. Recent experiments in the University of Cadiz, in which Latin is taught as if it were a living language, have proved to be as effective with Latin as with any other language.All languages that are not dead are considered modern languages.

 

 
 
 


At school, the teaching of grammar consists of a process of training in the rules of a language which must make it possible to all the students to correctly express their opinion, to understand the remarks which are addressed to them and to analyze the texts which they read. The objective is that by the time they leave college, the pupil controls the tools of the language which are the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts. The teaching of grammar examines the texts, and develops awareness that language constitutes a system which can be analyzed. This knowledge is acquired gradually, by traversing the facts of language and the syntactic mechanisms, going from simplest to the most complex.

 


The exercises according to the program of the course must untiringly be practised to allow the assimilation of the rules stated in the course. That supposes that the teacher corrects the exercises. The pupil can follow his progress in practicing the language by comparing his results. Thus can he adapt the grammatical rules and control little by little the internal logic of the syntactic system. The grammatical analysis of sentences constitutes the objective of the teaching of grammar at the school.

 
 

Education was the natural response of early civilizations to the struggle of surviving and thriving as a culture. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially.

 

Problem Based Learning and Inquiry-based learning are active learning educational technologies used to facilitate learning. Technology which includes physical and process applied science can be incorporated into project, problem, inquiry-based learning as they all have a similar educational philosophy. All three are student centered, ideally involving real-world scenarios in which students are actively engaged in critical thinking activities. The process that students are encouraged to employ as long as it is based on empirical research is considered to be a technology. Classic examples of technologies used by teachers and Educational Technologists include Bloom's Taxonomy and Instructional Design.

 
 
 
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