RENAISSANCE TO THE AGE

OF NATURALISM

OF EDUCATION

Mary Grace M. Cabili

Ph.D. – Dev. Ed. – Student

January 09, 2010

Modern education and modern theories of education began with this movement

It was a general awakening of brought about by several factors:a. the thought process developed by scholasticismb. the broadening of universitiesc. changes brought about by the increased supply of books due to the invention of printing press

d. the findings of exploration and scientific discovery

e. the degeneration of the church, and;f. the rise of free cities as well as

middle class.The entire movement dad three main lines of growth:

a. the intellectual to which education belong

b. the aestheticc. scientific

INDIVIDUALISTIC HUMANISM

Renaissance in humanism began in Italy. It was characterized by:

a. freedom of thoughtb. self-expressionc. creative activity

AIMS to develop individual personality through nature, music, art, literature and architecture

The aim of humanistic education was for the humanist to get possible out of life was expected to live a full excellent and rich existence.

Italian humanism was patterned after Greek ideal of liberal education, the harmonious development of mind and morals.

TYPESIndividualistic humanism education was literary and aesthetic. It was practical since it developed the young noble for his position in life. Aesthetic education aimed at the appreciation of art, music and draw which became the most outstanding characteristic of humanistic education. Physical education, social training in manners and deportment and moral; education was also emphasized.

CONTENTThe curriculum of humanistic school was varied. Students were exposed to extensive classical art and literature. The student also studied the subjective world of emotions to inculcate an appreciation of beautiful and interest in introspective observation and analysis. Nature was another must for the humanistic student. These fields were supplemented by physical training, grammar, rhetoric and mathematics.

AGENCIES AND ORGANIZATION

It was the establishment of new school, a secondary school type, founded by the nobility for the nobility, thus the name COURT SCHOOLS.

One of the greatest school master at this time was VITTORINO de FELTRE who had a school at MANTUA. DA FELTRE ‘ s purpose was to educate the complete citizen.

He included in his curriculum a wide range of subjects.

The aim of da Feltre’s school was good knowledge of reading, a broad background of manners and graces and training in loyalty to Christian principles.

One of the triumphs of humanistic education was the establishment of classical secondary schools; the Lycess of France; the Gymnasium in Germany; the Latin Grammar School in England.

METHODSHumanism can be cited for its new teaching methods, a text replacing much of the lectures written themes, displacing oral doiscourse. Da Feltre was credited for the following contirbutions to modern educational practice:Adapting the work of individual to his needs and capacities

Developing a balance between his mental and physical ability

Developing the power to thinkThe inclusion of play in the curricula

There was sufficient motivation for students so that the punishment was not need as motive for learning.

SOCIAL HUMANISM

Renaissance Movement into Northern Europe was facilitated by the Hieronymians or Brethren of the Common Life. Northern Humanism had a characteristic combining the social piety of the Brethren and the broad literary spirit of Italian Humanism.

The invention of printing , the fall of Constantinople and the geographical explorations and discoveries of the English and Ditch adventurers gave a momentum to the Renaissance of the Northern countries. The implications of the printing press in all aspects of civilization and education were enormous.

AIMS The aims were social. Rather than aiming for individual happiness, education aimed at social reform and the improvement of human relationships.

It aimed at eliminating the ignorance of the common people and the hyprocrisy of social leaders.

These social minded humanists stressed piety ahead of learning and moral duty ahead of manners.

TYPESSocial humanistic education stressed religious, moral and social education. Religious instruction was taken seriously and it attacked moral evils in the church. Literary education was encouraged as a means for social ends.

It also stressed secondary and higher education and attempted to improve the elementary school.

Secondary school was intended for ther youth of the upper classes and to prepare scholars and clergy for future leaderships in the church and courts..

The curricula of social humanism consisted of classical and biblical literature. One social humanists is ERASMUS of Rotterdam.

CONTENT

He edited many of the Greek and Latin authors including the New Testament which latter became the basic of KING JAMES Version of English. He also denounced CECIRONIANISM and wanted the study of classical for the purpose of braodening knowledge and refining taste and for gaining the ability to make decisions. Cecironianism was narrow and formal practice of putting emphasis upon style and construction rather upon ideas

AGENCIES AND ORGANIZATION

To carry out their educational aims, the Court Schools became models of humanistic influence. Other secondary school the French Lycess and the German Gymnasium became popular. Universities were encourage by nobility to introduce humanistic studies. The educational institutions, though were open only to boys and men; tuition was arranged into nine or ten classes and the school year’s beginning was set.

METHODSHumanistic education was concerned with methods and the humanists advocated methods quite advanced from those in use. Erasmus pounded on the following:

a. the need to study the child carefully for individualized instruction.

b.Keeping education in close and touch with the social needs and life of the times

c. Value repitition and mastery of small units of work at a time

d. Motivation and the use of praise and rewardse. Emphasis on the gentleness as

opposed to physical punishmentAside from Erasmus other humanists

contributed methods: Juan Luis Vives urged the use of the

vernacular, the broadening of the curricula and the education of women.

Roger Ascham advocated double translation in teaching language.

Johan Strumm stressed imitation and memorization, the use of the vernacular in the lower grade, the use of pupil monitors and careful grading of instruction

Humanistic education became a narrow and became so formalized that in the sixteen century, the realists reacted against this stylized Humanism.

REFORMATION During the 16th century the Roman Catholic Church was the prevailing European institution. Before, there were many attempts to break away from the church and establish reforms, but these were successfully suppressed by the church and the military. Because of the arise of national states and the economic power of the growing middle class, some reforms were successful.

The reformation was not merely a reform in religious doctrine. It involved political, economic, moral, philosophical and institutional changes. There was overemphasis on the religious and ecclesiastical aspects of these revolution which leads directly to the breaking apart of the church. From the Protestant viewpoint, the reformation was intended to correct abuses in the church and from the Catholic viewpoint such a correction was justified on the moral grounds.

The man who was given credit for the first successful break from the church was Martin Luther, a member of a Catholic Clergy and a university professor. He tried several times to achieve reform from within the church but was not successful. In 1517 he nailed on the doors of the church a set of 95 theses denouncing the malpractices of the church such as concentration of wealth in the churches, monasteries and ecclesiastical courts.

These concentration was based on a doctrine that the salvations came from good works, donations and sale of indulgences. He was threatened with excommunication by the Pope if he did withdraw his attacks. He did not withdraw them and he left the Catholic church and founded an independent church organization. Other Protestant reformers who followed and established their own denominations were Calvinists, Puritans, Presbyterians, Baptists and others.

While they had doctinal diversities, they agreed upon the following fundamental concepts:

1.The interpretation of the Bible was substituted for the authority of the church as basis of faith

2.Individual salvations was substituted for collective responsibility

3.God’s mercy was the means to salvation4.Penance and works of charity as deliverance from sin could be dispensed with (Ebby and Arrowod)

AIMS The aim of education of Protestants reformers was religious moralism-living a worthy life on earth will guarantee for a glorious life hereafter.

Luther narrowed this aimed by directing it into religion. It was Luther established the idea that the head of the state or ruler might decide for himself and for his subject what the established religion should be.

These gave the ruler of the state the right o determine the religion of his subjects

John Calvin, subordinated the state and the church when he said that the state should considered the political and social arm of the church and should carry out its injunctions. This theory is called THEOCRACY. It says that since God cannot be present to rule the Earth, the church must rule according to God’s law. In practice the church strictly controlled all the affairs of man- economic, political, social, religious, and educational.

TYPESTo attain the aims character education was emphasized. It stressed the value of work over play – the Protestant work ethic.

They advocated universal, compulsory and free education

Luther not only insisted state founded compulsory education for both sexes especially in the elementary level but also compelled the parents to send their children to school for the sake of church and state.

CONTENTThe study of Bible and all skills required to

understand it was the basic subject in Protestant elementary schools. Singing, physical education and vocational training were important subjects in the curriculum. These were imposed upon all by church and state.

The curricula of the Protestant secondary schools and universities were largely a continuation of humanistic subjects such history, mathematics, natural science, music and gymnastic. Later scholastic theology, Jurisprudence, literature and culture became important subjects.

AGENCIES AND ORGANIZATION

The Protestants considered home as the basic educational agencies and considered good home training, parental discipline, and sound family life as the foundations of good government and social welfare

A Calvinistic home, the church authorities supervised the parents who were obligated to see at their children attended school and properly learned church catechism and habits of Christian living.

Realizing that the Protestant used education to further their ends,

During reformation both hurch and school were under the state. Teachers should fully educated and sufficiently compensated.

The Protestant school system was organized into three types:A. common vernacular school\B. classical secondary schoolC. the university

The school were not ladder type but dual track, one for the masses and other for the leaders.

METHODSReading was usually taught by routine

pronunciation of words, memorization of answers to questions from the Gospel, hymns and psalms.

Secondary level had learn rules and passages by memory.

Luther had advanced ideas regarding a pleasant school atmosphere but because of formalism and severe. Calvinistic theology, the Protestant classroom became rather severe. Methods of teaching was rigid, discipline was strict

and religious indoctrination became the chief method.

CATHOLIC COUNTER-REFORMATION

The Protestants revolts were not successful in all countries of Europe. Southern Europe reamined loyal to Roman Catholicism, and this loyalty brought about a movement within the church itself, called catholic counter reformation. This movement corrected the abuses of the church. Realizing that the Protestant used education to further their ends,

Realizing that the Protestant used education to further their ends, the Cathollics used education also to win back dissenters. Teaching orders and teaching congregations were founded; parish schools were reorganized and seminiaries were opened to train leaders. The most important were the SOCIETY OF JESUS (JESUITS) founded by Ignatius of Loyola in 1534; the BRETHREN of the christian schools by Jean Baptists de l Salle in 1684; the LITTLE SCHOOLS of Port Ryal byAbbe de ST. Ctran in 1637 and the JANSENISTS by Cornelis Jansen in 1598.

AIMS it aimed religious moralism but they are not like in

that Protestant education aimed to develop a moral life through the individual’s own interpretation of the Bible.

It aim to develop unquestioning obedience to the authority of the church. The different orders stressed different aims.

The Jesuits school were designated to train leaders; the Christian brothers to teach the poor; Jansenists to emphasize spiritual salvation.

Convent school was to prepare young women to perform their duties as Christian members of society; establish and maintain chastity and piety; to refine taste and gentle manners

TYPESThe catholic placed religious ad moral education above everything else.

. Domestic and vocational training were largely in hands of parents,

Teaching order was realm of professional education, graduate schools of law and medicine and in the field of teaching

Jesuits became noted for careful selection and training of their leaders while Christian brothers normal school with attached schools

CONTENTSchools taught 4 R’s with emphasis on religion.

The Jesuits had the broadest curricula n secondary and higher education. The lower college gave a humanistic-religious education and emphasized the study of Latin classics. Textbooks were prescribed and the works of pagan authors were edited for adoption to Christian education. All subjects correlated to moral training and exercises and activities were geared towards religious worship. Girls were taught the same subjects but their activities were adapted their needs

AGENCIES AND ORGANIZATION

The Catholic teaching orders had three levels; the elementary which was for the poor

(Christian Brothers confined their efforts)Jesuits and Jansenists handled secondary

and higher education and were concerned with the education of leaders.

All level were church supported and church controlled.

The Catholic showed a genius for oragnization their schools were effective insttitutions of learning.

In 1599, Jesuits published “Ratio Studiorum” which contained the plan for the administration of schools, programs and courses of study, selection and training of teachers, methods of teaching and supervision of instruction and methods of discipline.

METHODSJesuits Methods:

Doing a small amount of work at a time making sure it is retained;

Two steps in teaching method, prelection and repition

Adapting the lesson to the abilities and interest of the children

Participation of pupils questions and answersReviewMotivation by rivalry and emulation

Christian Brothers methods:Grading pupil according to the abilityAdopt the method to which pupil recited not to the teacher but to the class

Jansenists methods:Teaching vernacular by phonetic methodNothing is to be memorized unless understood

Use of textbooks