This article explores two main issues reflective: What can make curricular proposals classical antiquity to the present curriculum? And what are the most important shortcomings of current curricula in light of them? To answer these questions we need to differentiate, as proposed by the Japanese aphorism, between "the Moon and the finger pointing at the moon." That is, between the history of the term 'curriculum' (or 'curriculum') and its first meaning associated-like 'subjects plan’, and the history of' curriculum as a pedagogical training with a purpose. While the first reading means that its origin is discipline and limits its start in the monastery Calvinist of Leiden (1582) (Hamilton, 1991), the second meaning takes us through the history of teaching, educational or educational innovation and interpret what was manifestation curriculum. Unable to do all the Old Age (antiquity) -conceptualized with the criterion of division of the History of Celarius (1634-1707)- are selected in this work a few authors and milestones relevant to it, from which we hope to discover lessons that can nurture curriculum design and pedagogy of S. XXI. The main objective of this contribution is to show, in the curricula and pedagogies of antiquity, unusual approaches, intentions, skills, content, methodologies and usable teaching resources to enrich or 'update' conceptions and existing curricula. For this purpose, review proposals for teaching Sumerian (Epic of Gilgamesh), Greece (Homer, Sparta, Athens, Pythagoras and the Pythagoreans, Protagoras, Socrates, Isocrates, Plato and Aristotle), Rome (Quintilian), India (Siddhartha Gautama) and China (Lao Tse and his disciples and Confucius and his school). The findings of the repair work in the teaching and curricular proposals reviewed the classics can be valuable in many ways and from multiple points of view for the future of the educations and for the epistemological development of Pedagogy and Didactics and curriculum designs.
Key words
Pedagogy, history, curriculum, teaching, Sumeria, Greece, Rome, India, China.
De la Herrán, A. (2012). Currículo y Pedagogías Renovadoras en la Edad Antigua. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10 (4), pp. 285-334.
http://www.rinace.net/reice/numeros/arts/vol10num4/art17.pdf. Consultado el (Fecha).
