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Topic Outline
The Philosophy of the Renaissance Period
Modern Philosophies of Education
The Renaissance Period
Monalisa by Leonardo Da
Vinci
Pieta by Michelangelo
It is also the time for increased trade among countries, and a period of exploration.
Books were printed and thus were made more widely available.
Three main lines of Growth
The intellectual to which education belonged.
The aesthetic, and scientific.
For the present, only the first phase, the intellectual, will be discussed.
Different movements that arise during the Renaissance Period
Humanism (Italian or Individualistic Humanism and Northern or Social
Humanism)
The Reformation
Catholic-Counter Reformation
Protestant Reformation
Different movements that arise during the Renaissance Period
The scholars of the humanist movement found a new interest in human nature
through the revival of the classics.
They wanted to free the individual from those demands which had been imposed
upon him by the various authoritative institutions of the medieval periods like the
church, the guilds, the lords, and the monasteries.
Interest in classical literature came about first in Italy and then spread to other
parts of Northern Europe.
It was a way of life concerned with the fullest realization of human development.
It may be traced to the saying of Protagoras, Man is the measure of all things, of
those that are, that they are, of those that are not, that they are not (Tulio:1999)
Humanistic Education was the outgrowth of the renaissance. It identified two
phases:
o Italian or individual humanism
o Social humanism
Italian or individual humanism
This stressed personal culture, individual freedom and the development of the elite
group.
Aims
Types
Aesthetic education aimed at the appreciation of art, music and drama which
became the most outstanding characteristic of humanistic education.
Content
The curriculum of the humanistic schools was varied. Students were exposed to
extensive art and literature.
Northern or Social Humanism-this gave more emphasis on moral and social reforms as
the best means for providing rich and full lives for all.
Aims
The aims of education of Northern Humanism were more social than individual.
Rather than aiming for individual happiness, education aimed at social reform and
the improvement of human relationships.
Types
Content
The curricula of social humanism consisted of classical and biblical literature. One
of the northern humanists was Erasmus of Rotterdam. He edited many of the
Greek and Latin authors including the New Testament which later became the
basis of the King James Version in English.
To carry out their educational aims, the court schools became models of
humanistic influence. Other secondary schools, the French lycees and the German
gymnasium, became popular.
Credit to its success was MARTIN LUTHER, an Augustinian monk and professor
of theology at the newly-established University of Wittenburg.
He was threatened with excommunication from the Catholic faith,
LUTHER and other protestant reformers, formed a movement called Protestant
Reformation
Different movements that arise during the Renaissance Period THE
REFORMATION Protestant Reformation
The aim of Protestant Reformers was religious moralism living a worthy life
would guarantee a glorious after life.
Types
To attain this aim, character education was emphasized. It stressed the value of
work over play-The Protestant work ethic.
Content
The study of Bible and all skills required to understand it was the basis subject in
Protestant elementary schools.
The Protestants considered the home as the basic educational agency and
considered good home training, parental discipline, and sound family life as the
foundations of good government and social welfare.
Reading
Correct pronunciation of words
Memorization of answers from the Gospel
Hymns and Psalms
Eventually, classroom instruction became more rigid, discipline was harsh and
religious Indoctrination was the chief method used.
Different movements that arise during the Renaissance Period CATHOLIC
COUNTER REFORMATION
This was another movement intended to clarify doctrine and improve the practices
of the catholic practices of the Catholic Church.
This aimed to develop an unquestioning obedience to the authority of the church
The different religious congregation also stressed their own aims
The Jesuit schools were designated to train leaders
The Christian Brothers
Jansenists will teach spiritual salvation.
Types
To attain these aims, the Catholics placed religious and moral education above
everything else. Domestic and vocational training were largely in the hands of
parents.
Content
The Jesuits had the broadest curricula in secondary and higher education.
Agencies
The Catholic teaching orders had three levels: the elementary which was for the
poor, the Christian Brothers confined their efforts to this level.
ANALYSIS
Change is inevitable. Life has its own history and that history changes, fades and
improves. These histories should have to be studied to see and check how and what
kind of EDUCATION of different countries have had before.
In this chapter, were able to study the renaissance to the age of naturalism in
education. Were also able to see the development and different systems that
education had before.
..Modern times began with the movement known as the Renaissance; and since
education is always a reflection of the times, modern education and modern theories
of education can be said to have begun with this movement. Renaissance is the feeling
of reawakening ones desire of changes.
This chapter or the entire movement was able to discussed the three main lines of
growth; the intellectual to which education belonged, the aesthetic, and scientific. For
the present, only the first phase, the intellectual.
Scholars of the humanist movement found a new interest in human nature through the
revival of the classics. They wanted to free the individual from those demands which
had been imposed upon him by the various authoritative institutions of the medieval
period like the church, guilds, the lords, and the monasteries. Interest in classical
literature came about the first in Italy and then spread to other parts of the Northern
Europe.
This chapter stresses and explains about the development of growth brought by
Renaissance.
Reference: The Foundations of Education I by