Learning Trend Methodologies from BC Greek Sophists to 2000s’ Blended Open Source Schooling: A Comparative Analytic Study

The period of recorded history extends to 5,000 years BC, where Sumerian-Akkadian script confirmed the fact of being the oldest discovered record of coherent writing from the preliterate period around the 3000 BC (SE Alcock, 2001; Woods, 2010). Since that date of early basic literacy of human history, B.C pioneers, philosophers, leaderships and professionals exerted every efforts to advance their local environments in politics, state identity, public administration, urban centers, culture and faith, education, innovative thoughts and arts, and civic daily life. Consequently, B.C significant ancient states and civilizations arose and flourished into world sovereign empires, exceeding in several fields their contemporary counterparts the so-called “Big Powers” in the 21 st century A.C. Even these “Big Powers” proved helpless in resisting the invisible virus “Corona”, which caused the death of hundreds of thousands of persons, and is threatening millions of others in facing health problems or termination later. The status of world states (powerful or marginal) is determined by the quality of its educational systems. Further, the future of civic and productive students as adults is dependent upon the rigor of schooling methodologies, which encompass: learners who are dedicated to learn; teachers who guide and teach; peers who are collaborative learning partners; curricula, which are served by textbooks and material in the classrooms; methods, techniques and technologies as communicative tools of education and management messages; and school environments, which physically host most education factors, processes and services. Hence, this research article examined the educational methodologies cumulative from BC Sophists to the ICTs revolution at 2000+ A.C. a Comparative analytic review was conducted to specify the advances and setbacks accrued during the extended 500B.C-2000+A.C years in the lives of generations as future crucial professional, leaderships and pioneer assets of society.

 ability to influence fellow citizens in political gatherings and through rhetorical persuasion.
The use of false argumentations and debate".
However, educators cannot deny what Sophists had accomplished for making education a recognized paid profession, as observed in today's schooling. In addition to seeing Sophists, the first semi-professional teachers considered regulating movement for the teacher and teaching profession.
The Sophists movement had awakened public awareness for the crucial role of schooling in upbringing generations. Sophists also were the power beyond initiating the first open-ended analog methodology in education, which lasted about 100 years pre-Plato founding the "Academy" and Aristotle the "Lyceum". Also, professionally survived for more than 200 years after that.

4-The Plato Learning Trend at 387 BC -327 BC.
Plato, as a human, a scholar, a philosopher, and a reformer of education, is an exceptionally moral, noble, and magnificent person. Plato, with his unprecedented accomplishments' legacy of the Academy, the dialogues, letters and authored books, and distinguished leadership of philosophers' discussions, was a giant but humble, and excelled performer but dignified self-contained and non-verbal man. Plato, along all of his life, mentioned the name: "Academy" only twice. One described Socrates walking from the Academy to the Lyceum, and another was the mention of gymnastic training (367a) on the grounds of the Academy.
Learning Trend Methodology of Plato: this is the first formal entity of residential school called the "Academy", which was the first of its kind in World history as a "one teacher-one classroom school "model) supported by outdoor activities through nature trips at the Academy's surroundings. Plato, on the personal side, was a giant scholar but humble and unique human being. Plato's philosophy and educational heritage had taught human societies and institutions along 2500 years big morality lessons in nobility, dedication, faithfulness, altruism, and the ultimate care for others. He established the Academy, a tuition-free school, and the first residential school and university in the Ancient World. However, Plato mentioned it only twice throughout his lifetime. He accomplished much in writing, authoring, and discussions but let it speak for themselves in reality. Plato was the most faithful dedicated disciple of his master teacher, Socrates. Plato wrote the "Dialogues" after the biography and chats of his master teacher Socrates. Further, Plato was the sole private devoted tutor for twenty years of the intelligent student Aristotle, who became the exceptional tutor of Alexander the Great.
Further, Plato's notable dedication to his master teacher Socrates through the Dialogues and the ultimate care as an exceptional tutor for 20 years to his elite pupil Aristotle were just incomparable.
Plato strongly believed that "only by being educated can an individual realize his function and contribute to a well-functioning society".
For knowledge and learning, Plato argued that "true knowledge is inherently present in a person's soul and became cloudy by their perception of reality. In debating the issue, Plato stated that the soul once lived in a true reality where it possessed all knowledge. However, it forgot it once it occupied a human the Academy.
The Academy was merited with sacred considerations through the inclusion of a public facility appreciated by the Athenians, the gymnasium. Gymnasia became public places where philosophers could congregate for discussion and where sophists could offer samples of their wisdom to entice students to sign up for private instruction.
The sophists and philosophers' use of gymnasia in the fifth-century BC served a prelude to the "school movement" of the fourth century BC. Such as Plato Academy, Isocrates near the Lyceum, Aristotle in the Lyceum, Zeno in the Stoa Poikile were examples. These enterprises had a close kinship to the educational activities of the sophists, Socrates. They edu-philosophical-contributed to the development of medieval, Renaissance, and contemporary schools, colleges, and universities in Europe.
Plato began leading and participating in discussions at the Academy's grounds in the early decades of the fourth century BC. By the mid-370s BCE, the Academy was able to attract Xenocrates from www.scholink.org/ojs/index.php/jetss Journal of Education, Teaching and Social Studies Vol. 2, No. 2, 2020 7 Published by SCHOLINK INC.
For Funding the Academy, much of the Platonic Academy's activities were on the public grounds.
Naturally, discussions and possibly shared meals would also occur at Plato's nearby private residence and garden. Hence, Plato considering the Academy's private ownership, and Following Socrates' example and departing from the sophists and Isocrates, they did not charge tuition for individuals who associated with him at the Academy.
While the Academy in Plato's time kept commitments to Plato's personality and a specific geographical location, after Plato's death in 347 BC, chief administrators headed the Academy for several generations. They exerted a powerful influence on its character and direction.
However, all Academy's facility locations were destroyed by the Roman general Sulla's 86 BCE, marked by the end of the physical institution begun by Plato. However, pro-philosophers and Academics persisted in Athens until the sixth century CE. This period witnessed a transition of the Academy from an educational institution to an Academic school of thought stretching from Plato to fifth-century CE neoPlatonists. channels among schooling, cultural, and secular transnational societies and institutions across the Globe.

5-Confucius' Learning Trend in
• Confucius was a firm advocate of learning for all, rich and poor, privileged or disadvantaged, city residents and rural children, or desert Bedouins. They all have the right to learn every need for their growth and development. While elite students in traditional education before Confucius having a formal educational position were merited to study six subjects: chariot driving, mathematics, music, archery, calligraphy, and rituals, • Confucius canceled the old practice of feudalism and aristocratic monopoly, and established private institutions to teach students of all social classes without Distinction.
• Confucius was a strong proponent of the professional training to sharpen workers' skills and to achieve better knowledge and values to qualify them for better teaching.
• Morality for Confucius is of ultimate priority to the conduct of human beings. It relates closely to the issues of values and virtues and includes four practices: benevolence, righteousness, civility, and wisdom.  One unique decree of the first Government in Islam (Al-Rashidun Caliphate), had been issued to regulate the welfare of Arrested persons of inter-tribal disputes. The decree required each prisoner to tutor 12 children as a pre-condition to be freed from detention. This Author believes that the "education-freedom decree" is the honorable understanding of all times. It did lead to magnificent decision that typically produced two precious values: freedom of a human being and the education of a needy child (Al-Hassan, 2016. in Arabic).

A Transitional Learning Trend of Private Small Groups' Tutoring in Churches and
However, limited residential schooling continued until the mid-fifteen century AC by then Johannes Gutenberg invented the first automatic printing machine in the 1440s. As one writer put it (Bellis, 2007), "can be credited not only for a revolution in the production of books but also for fostering rapid developments in the sciences, arts, education, and religion through the transmission of texts".

A Brief Review of Learning Trend Methodologies based contributions of Ancestor Pioneers of 1500
to 1960 AC.
"Gutenberg's invention of movable typing in the mid-1400s triggered a revolutionary shift from the use of the mind as storage to the mind as a processor of print-based information" (Bellies, 2007). The consequent effects of this invention on the processes and means of schooling and education were enormous. 1 represents the subsequent developments of education since the BC era to the "Blend-Digit" methodology at years 2000+ (Hamdan, 2008.
This period had witnessed standardizing of school buildings and classrooms, study sources, teacher preparation and teaching roles, learners' plans and procedures for learning, and steering intended futures.
Sturdy (2017) has recommended for schooling environments "schools like homes have a personality".
It should be large enough to comfortably host all students, windows for the sun and air, and furniture viable to move, modify, and use flexibly.

1-Jean-Jacques Rousseau's Learning Trend Methodology, 1768 AC
Learning Trend Methodology of Rousseau, advocates Emile "to learn how to live righteously", to have a free will to grow through the real nature, and to live his/her real childhood in all details. The learner has the ultimate right to think and learn according to its way. Rousseau was a naturalist and believed that the "child should be allowed to grow close to nature, and given the right to think in his way".

Learning Trend Methodology of Rousseau is the first real "Child-Centered
• Rousseau believed that the child is a child and not a small adult. He also stressed that childhood is a crucial period in life.
• Rousseau also believed that the child should learn from nature, and should not be obliged to do things.
He further confirmed "education" comes from nature, from men, and things.
• Rousseau was the first to give the child his rightful place. He was the liberator of the child.
He points out four stages in the pupil's development. • Infancy needs by habit training of emotions.
• Childhood needs senses training.
• Boyhood needs the training of the intellect. Adolescence is the stage of morality.
Rousseau's views on education are very similar to Mahatma Gandhi and Pestalozzi, who advocated the development of the whole child. He said that our teachers are our feet, hands, and eyes. It also pointed out the importance of physical exercise.
Rousseau stated in this regard, "Give the child constant body exercise make it strong and healthy to make him good and wise", let him work, let him do things. Let him run and shout. Let him be always on the go, make a man of strength he will be a man of reason.
Further, He recommended the heuristic method, a method of discovery to let him learn little or no books, which can learn from experience. He introduced the "play way".
He thoroughly believed that children should never receive punishment, and they should learn the natural consequences of their fault and should be trained to be self-reliant (Paul, 2009).

2-Friedrich Wilhelm Froebel's Learning Trend Methodology, 1837 AC.
The whole movement of pre-school kindergarten systems, including the "Name Brand", the educational philosophy, the goals, the learning contents, the techniques, and outcomes, owe Froebel's most dedicated educational framework for children age 3-6 years. This early education stage is believed highly fundamental for achieving the quality generations at the next growth stages up to adulthood, including the future quality of adult society.

Froebel and the Kindergarten Movement
Froebel (Encyclopedia Britannica, 2020) was the founder and the father of the kindergarten movement based constructive play and self-activity in early childhood. Later, upon returning to Keilhau, Switzerland, in 1837, he opened his first Kindergarten, or "garden of children", in nearby Bad Blankenburg. The experiment attracted broad concern, and other kindergartens started and widely spread in the environment

Froebel Pedagogy
Education had two sides: the non-teacher-directive mentor to ease the self-development of "self-activity" of the child, and advisor for correcting misconducts learned from the environment. Thus, the teacher should not intervene and impose mandatory education. However, when a child of Kindergarten faces psycho-behavioral troubles, e.g., restless, tearful, or willful, the teacher must seek the underlying reason and try to treat the hardship, which prevents the child from learning and development creative development. The school for Froebel was not an "establishment for the acquisition of a greater or lesser variety of external knowledge"; rather, it should be the place where the pupil comes to know the "inner relationship and unity of things", which mean God, human, and nature. The school should concern itself not primarily with the transmission of knowledge but with the development of character and the right motivation to learn. Herbart confirmed, ideas, like things, always exist and always resist change and seek self-preservation.

3-Johann Friedrich
Some ideas may prove under the threshold of consciousness. However, the excluded ideas continue to exist in an unconscious form and tend to remove obstacles (as through education), to return spontaneously to consciousness. In consciousness, ideas are attracting other ideas to form complex systems. These masses correspond to the interests of the individual's belonging, such as home, hobbies, and broader philosophical and religious concepts and values.
In the classroom, the lessons tend to introduce new conceptions, to bind them together, and to order them. Herbart speaks of "articulation"-a systematic method of constructing correct, or moral, idea masses in the student's mind. First, the student becomes involved in a particular problem, and then he considers its context. Each of these two stages TEMP, has a phase of rest and progress. Thus there are four stages of articulation (Encyclopedia Britannica, 2020): (1) Clarification, or the static contemplation of particular conceptions, Herbart phrased this system of instruction in very general terms. However, successors tended to turn this framework into a rigid schedule to be applied. Non-the-less, it is expected from educators to be familiar with the methods, try them out according to circumstances, alter, find new ones, and extemporize; "only we must not be swallowed up in them nor seek the salvation of education there".

4-John Dewey's Learning Trend Methodology, 1859-1952
Dewey is a philosopher, psychologist, educational reformer, and the father of progressive education. He is the pioneer of "service-learning", experiential learning, learning by doing, active learning, learning through the environment, and "democracy with education", Collaborative peer group learning, and peer group projects. These educational milestones served as bases for the rise of new concepts and methodologies such as pragmatic education, hands-on learning, and learner-centered paradigm.
"Dewey was an American philosopher, psychologist, and educator who helped found pragmatism, a philosophical school of thought that was popular at the beginning of the 20th Century. He was also the father of progressive movement in education, and strongly believing that the best education involves learning through doing" (Cherry, 2020; The Children's Sangha, 2020).
Pacho (2018) named Dewey as the "father" of service-learning as applying it on the experiential education continuum, where experiential learning and directly links his theory to service-learning by explaining that learning takes into consideration not only the curriculum of the course but the learning acquired through participation in activities. As a result, the student's community-service experience includes sensory awareness, emotions, physical conditions, and cognition. It is central, serving as both a process and an outcome.

4-1. Learning by Doing
Dewey believed that human beings learn through a "hands-on" approach. This view of Dewey represents the essence of his reality that students should experience. From Dewey's educational point of view, this means that students must interact with their environment to adapt and learn.
Dewey believed that human beings learn through a "hands-on" approach. This view places pressure on Dewey to comply with his educational philosophy of pragmatism. Pragmatists believe that reality is experienced. From Dewey's educational point of view, this means that students must interact with their environment to adapt and learn.

4-2. The Functions of Schools, According to John Dewey
In 1938, Dewey argued that the primary purpose of education and schooling is not to prepare students to live a useful life but to teach them how to live pragmatically in their current environment.
Progressive education is a response to traditional methods of teaching. It is an educational movement, which gives more value to experience than formal learning. It is based more on experiential learning that concentrates on the development of a child's talents through immersing individual students in live or workable experiences that interest them.

4-3. Democracy as A Way of Life
Dewey addressed the philosophy of "democracy as a way of life". Dewey believed democracy as an active process of social interaction and well-balanced fair conducts in every aspect of life. Democracy is Dewey also a guiding mechanism of moral values that mentor the establishment and evolution of social institutions that promote human advancements.
However, since democracy as a way of life is neither absolutist nor relativistic, unlike other moral issues, it is a consciously collaborative process in which individuals consult with each other. They can identify and address their common problems; indeed, Dewey spoke of democracy as "social intelligence". Within a fully democratic society, Dewey suggested, people would treat each other with respect and demonstrate a willingness to revise their views while maintaining a commitment to cooperative action and experimental inquiry (Gouinlock, 2020).

4-4. John Dewey in the 21st Century
A primary Evidence in the 21st Century Dewey was known as the father of progressive education and was an advocate of social learning. More than fifty years after his death, some of his ideas and philosophies, although looking very different, are being used to promote student engagement in classrooms through the use of technology (Williams, 2017).
Slaughter, 2009 that "our world today has become the electronic world". With technology, students drive social lives. Its use is an effective way to promote student engagement, resulting in a passion for lifelong learning. Teachers have a responsibility to provide a new level of instruction that is relevant, effective, and socially engaging. Through the use of tools such as cell phones, texting, instant messaging, chat rooms, and wikis, teachers can meet students' social needs of students and instruct students using the tools that already suit them.

4-5. Dewey's Contributions to the 21st Century Education
Dewey had offered the field of education several significant thoughts, principles, and techniques, which influenced education until this date. Examples of these appear in the following points (Williams, 2017).
1-The use of the Responsive Classroom curriculum, which benefits any classroom and at any age or grade level. It enables students to have a sense of belonging, feel significant, and have fun, all of which are essential components to a successful classroom.
2-The use of Energizers throughout the school day. Energizers are two to three-minute activities that allow students to be playful, get some physical activity, and take a mental break from the intense academic learning they are doing throughout the school day.
3-Closing Circles such as singing together, thinking about a school day, specifying a goal for the next day, playing a game, and saying a friendly goodbye to express Responsive Classrooms. Closing Circles is to end the school day with a vivid atmosphere with no chaos that often happens in classrooms at the end of the school day.
Closing Circles include activities such as a verbal game, talking about a school day, setting a plan for a class assignment, playing a toy, and exchanging ideas about the school or social event.

4-Dewey is the real inventor of the philosophy and model of learner-centered.
Concepts of student-led responsibility, as opposed to teacher-directed decision-making, continue to align with John Dewey's preference for learner-centered paradigm to support the children's needs and interests' primary focus, not the interests of educators, administrators, or politicians. Montessori teachers stay with the same group of students for three years to ensure that they fully understand their students' needs, interests, progress, and development.

5-
The term place-based education is used interchangeably with similar terms such as community-based learning, service learning, sustainable teaching, and project-based learning. John Dewey was a proponent of project learning, constructivism, and community building in classrooms. The ideologies of John Dewey are present in place-based education. Place-based education draws on the progressive idea that education should be multi-disciplinary in nature and that learning activity should be authentic and seek to extend learning beyond the walls of the school.
6-Dewey was the sponsor of making learning experiences centered around student interests and developing socially responsible citizens; all of these real-world, meaningful connections that occur in situation-based learning, contribute to creating educational experiences that result in socially responsible citizens.
Students can learn a centered paradigm to begin the discussions with their background knowledge and sets of beliefs aligned with learner-centered ideology. Students learn and take on appropriate social behavior by becoming engaged and reflective listeners, who respect the challenge of their peers' different opinions (Hopkinson, 2007). This skill is undoubtedly crucial to the goal of appropriate social learning in ideal classrooms, as presented by John Dewey.
7-Dewey was an advocate of critical thinking skills in classrooms and created a community of inquiry among students, a culture of critical thinking, inquiry and open-minded discussion in classes in the 21st Century. This passion for critical thinking culture and skills is still persistent up to day schooling.
8-Dewey's addressed more profound and sensitive issues of public and school generations' concern, such as learning communities, democracy in education, the questions of poverty, war, freedom, and pollution are often occupying topics in the discussions presented today. Ausubel's Learning Trend Methodology, 1918-2008 Ausubel devised presented a new learning-teaching technique namely "Advance Organizers" to serve the deductive educational method, and therapeutic practice in psycho-social therapies. Two types were introduced: Comparative when the demand to learn more of past knowledge or experiences. And Expository organizers when new knowledge or skills are required from students to learn but need anchoring and understanding mechanisms to comprehend the new information.

5-David
Advanced organizers technique (Ausubel, 1960) belonged to the analog deductive reasoning and learning, a long time before Ausubel. Teachers used to write on the title and significant points of the teaching-learning topic, then start lecturing and explaining one point after another.
Moreover, when the fore digital technologies reached its climax by the beginning of the Third Millennium. The new digital concept has merged, "Focal Points in Classrooms" (Gratnells, 2017).
FPCs facilitate greater flexibility in learning arrangements. Many classrooms still have just one central focal point at the front of the room; the teacher's walloften equipped with an interactive whiteboard, projector, traditional whiteboard, or noticeboard. However, more primary school teachers spend their time continually moving around working with pupils. Hence, they need to be able to interact and teach from wherever they are (Umesh, 2017).
There are increasing numbers of schools that now work with a variety of focal points in each classroom.
Few schools can afford multiple screens, though, so as an alternative, you could use several write-on surfaces spaced around the room and that are of an appropriate height for pupils and staff. These surfaces can be a whiteboard, dry wipe painted surface, or write-on sheets or rolls.
Multiple focal points, regardless of their nature, e.g., learning objectives, advance organizers, or general outlines written on the board, enable collaborative peers and nondirective mentoring teachers to organize themselves in small groups along the room walls, middle space. Corners holding various contents and activities, brainstorm ideas, and make short class presentations using the nearest board.
More teachers are using tablets can control what pupils are looking at onboard, from wherever they are in the room. Some can photograph pupils' work from anywhere and display it on the screen so the whole class can see. This technique eliminates the need to gather pupils around one table to look at a piece of work, and more importantly, means the teacher does not need to take action to the front of the room. Incorporating tablet technology in everyday learning allows pupils to present their ideas and thoughts remotely without having to walk to the front of the room.
Some schools are going further and transforming whole walls into write-on surfaces. This action allows for flexibility and versatility. It means an entire class of children could comfortably be writing down thoughts and ideas, and they can present to one another using their area of the wall as the focal point.
Another good idea that some schools have adopted is write-on desksexcellent for group work. Both options are stimulating for younger children in particular, who would have always been told not to write on counters or walls. This novelty can be fantastic social skills like respect for other people's property and discourage vandalism and other malicious behavior from an early age. Taba's Learning Trend Methodology, 1902-1967 Hilda Taba is a curriculum theorist, a curriculum reformer, and a teacher educator (Taba, 1962). She that students can think to analyze information and create concepts.

6-Hilda
Taba had presented the "backward curriculum design", as a new born of the "Grassroots developmental model" in early sixties of last twentieth century. The backward and Grassroots designs are inductive methodologies in schooling. The right technique to apply successfully Taba's designs is to delegate the school's Grassroots: students, teachers and school services, the total responsibilities for schooling, from planning, processing, to formative, summative and meta assessments.
Taba presented in the sixties of the last twentieth century a new design for curriculum development called the "backward curriculum design", which was a newborn of the "Grassroots developmental model". The backward and Grassroots designs are inductive methodologies in curriculum, activities, learning, teaching, and assessment.
The successful critical technique to apply Taba's model is to let the school's Grassroots: students, teachers, and school services, assume the total responsibility for schooling, from planning, processing, to formative, summative and meta assessments Generalization is possible when data is organized, and students are guided toward conclusions through concept development and concept attainment strategies. According to Taba, the best way to deal with an increase in knowledge is the acquisition of understanding and the use of ideas and concepts rather than memorizing facts alone (LinkedIn Corporation.2020). The WSCC model of Healthy Schools (Figure 3) is an integrated and collaborative strategy of education leaders and health sector specialists to improve each child's cognitive, physical, social, and emotional development.

Model
This comprehensive approach tends to realize the ultimate goal of schooling of rearing the whole child.
Hence, "the model" resembles student-centered and emphasizes the community in supporting the school, the connections between health and academic achievement, and the importance of evidence based school policies and practices. The WSCC model has ten elements (CDC, 2019) and leads to the development of the whole person in each student.
The ten elements of the WSCC model are: 1. Physical education and physical activity.
4. Social and emotional school climate.
The big persistent mistake that school systems commit over time is rearing children the cognitive knowledge of the personality at the expense of other fundamental qualities such as emotions, values, physical, action skills, and social civics. This educational policy produces 'a carriage, driving on a cognitive wheel supported by highly commercial cheaply-made reels.
It is of utmost importance for schools and educational systems to make a significant turnaround in building inclusive human personality. This way will enable students to feed all personal growth needs using balanced quality intakes of curriculum content and the use of ICTs' Blend-Digit' nondirective instruction and guidance, collaboration, enabling technologies, and distributed methodologies.
Meaningful learning could highly likely occurs.
"According to research, nurturing prosaically behaviors may improve academic outcomes-both classroom grades and test scores. Humans are born with prosocial behaviors. Each time we do a prosocial act, our brain releases chemicals that make us feel good, and those same chemicals enhance learning" (Beachboard, 2019).
However, the WSCC model while focusing on engaging students in activities and assignments of their learning and health, it concentrates on the psychosocial and physical environments for excelling the roles of community agencies and families in improving children's psycho-physical health, behaviors and development.
Family and community, when involved in school affairs, will help in raising students' learning, development, and health. In turn, schools engage families in meaningful alternatives to improve student health and learning, thus supporting and reinforcing healthy behaviors at home, in school, throughout school programs' transactions and in the community. Since then, PLACE has initiated several cultural and educational ties with other glocal (local and regional) partnerships to boost blended school-community programs. The two ventures reinforce collaborative research efforts of community members and UVM graduate students through the PLACE Institute, which have led to integrating an appreciation of the community's heritage into schooling plans for a sustainable future. Since the ultimate goal of SSP is to help schools educate citizens who are responsible, informed citizens, and engaged in building sustainable communities.

B-Shelburne
In a sustainable school, the campus and community serve as extensions of the classroom. Every aspect of school and community life, such as the way decisions are made, the way energy is used, the origins of its food are opportunities to teach. Students are asked to apply what they learn by improving the well-being of their school and community.
SSP, while adopting sustainability as a focal point, it helps to: * "discover students' potential as citizens and learners; * renew teachers' vitality and coherence in their curriculum; * inspire communities * create a space for community engagement within the school to improve the quality of life for everyone" (SFSSPP, 2019).

Epilogue
The review and analytic of learning trend methodologies of education from early 500 B.C beginnings to the 2000s A.C have revealed to the Author four significant conclusions: 1-An ex-post-facto truth confirms that schooling had started 500 B.C and ending A.C, which both utilizing open, nomadic, individual self / small peer group's initiatives. These initiatives were energized by students' self-choice in goals, sources, guidance, and support services, the direct response to the learning audience's needs, types and forms of achievements and certificate accreditations.
However, the main difference between the two methodologies is, the B.C, was analog face to face, while the 2000s AC is electronic blended and digital. Non-the-less, the best fit learning trend methodology could vary from one local environment to another within the "Learner-Centered-Paradigm and the reconciliation usage of ICTs percentages of 65% "Blend-Digit" and 35% analog facts, tools, and priorities of local environments.
2-The danger of ever-persisting educational propaganda over the process and outcomes of schooling.
In that "whose" the center of schooling is? The society, the culture, the sovereign state, the world civic society, the societal generations, the learners, the teachers, or the knowledge and curricula.
The above conventional propaganda concerning the centers of learning is in essence, an argumentation fallacy. Since the education paradigms are primarily designed and administered by society-delegated educators. Further, what is the tag name given to each, the main implications of each remain societal as the teachers, the students, the texts, the support services, the equipment, the classrooms, and school environments continued to be conventional and societal.
The only instance, which the education paradigm can produce real example, such as "learner-self choice-graduate", is delegating each child and small collaborative peer groups, total freedom to learn what, where, how, and when; supported by a limited standby non-directive counseling. Rousseau's "Child-Centered Approach" is a real example in this direction.
3-The learning trend methodologies, which this article has studied, have proved meaningful.
Evidently due to the intimate national belonging of scholars' and pioneers as native citizens and due to the high passion for their merited hobbies. Those leaders had exceptional appreciation for their peoples, cultures, histories, and geographies that determined their own righteous identities. Consequently, it is observed that each educational methodology without exceptions had represented the goals and socio-educational priorities of their environments.

4-
The fundamental constituent characteristics that determine the identity of successful learning trend methodologies are Learner-Center specific education-Approach, supported by quality attributes such Passion, Vision, Dedication, Self-choice-Self-initiative, Individual and small collaborative Peer Groups, and Info Technologies. Very brief illustration follow.
"Learner-Center specific education-Approach". This general method could be operationally focused by deriving several techniques, such as:  Learner-Learning Eng. Literature-Centered.
Each learning methodology committed to the Learner-Centered-Approach that should apply the next six quality attributes to generate intended outcomes.
 Passion. It is the affective energy that keeps the person moving forward to achieve a strong desire or goal. All the pioneers mentioned in this article, possessed exceptional passion that enabled them, besides other unique personal merits, to accomplish unprecedented fulfillments.
 Vision. It is a provisional knowledge of a task or situation that helps the person to understand the circumstances and how to deal with them to reach the required goals, solutions, or new knowledge.  Dedication. It is the devotion of thinking, passion, skills, behaviors, time, and space to achieve a highly needed or wished subject or outcomes.
 Self-choice-Self-initiative. It is the individual or small peer group decisions for achieving the desired goal, and take necessary actions for the specified ends.
 Individual and small collaborative Peer Groups. There is no space or need in the current info digital Age to use outdated "factory model" instruction or massive learning.
 Info Technologies. Any educational methodology that does not utilize ICTs heavily is outdated, extremely ineffective, and a waste of time. The priority for any school system should be the integration of info technologies in every aspect and process of education.