HISTORICAL FOUNDATION OF EDUCATION: MEDIEVAL PERIOD

CHIVALRIC/FEUDALISTIC
AND
GUILD SYSTEM

Josephine Ann J. Necor, RN

 CHIVALRIC
AND
FEUDALISTIC
EDUCATION
CHIVALRY and FEUDALISM
9th-16th the code of
behavior and
centuries ethics that
CHIVALR knights were
“chevalerie”
Y expected to
= horse follow
soldiery
system of political
and personal
Early period of relationships which
middle ages grew among the
nobility
FEUDALI
SM LAND
TENURE Mutual defense
(loyalty and and service
property)
 Feudalism

 A system of land tenure on

allegiance and service to the
nobleman or lord.

 At that time there was no strong

central government and little
security, but feudalism fulfilled
the basic need for justice and
protection.

 The lord who owned the land,

called a fief, let it out to a
subordinate who was called
vassal.
 Chivalry

 To get young nobles ready to

assume their obligations, the
institution of chivalry developed
and became the basis for a set
of ideals to guide their
education and conduct.

 The patterns of chivalry were

based upon usages in:
 Warfare
 Religion
 Courtesy for the upper class
 Two careers were open to the sons of the
noblemen during feudalism times:

If they decided in favor of:

CHURCH CHIVALRY

 pursued an education  pursued an education

that was religious and that was physical, social
academic in nature in and military in nature.
order to become
members of the clergy.
 TRAINING PREPARATION
FOR KNIGHTHOOD
 In the middle ages, a young boy in training to be a knight spent
the first years of his life chiefly in the care of the women of his
family. During this time, he learned how to ride a pony and care
for horses.

PAGE (age 7) SQUIRE (age 14) KNIGHT

(age 21)
 AIMS
A system of education for nobility, chivalry aimed to teach
the best ideals. It provided a system of training to inculcate
gallantry towards women, protection of the weak, honesty in
everything and courage at all times.

Responsibil
ity Horsemansh
Morality ip

Gallantry Religiosity Social

Graces
 TYPES
 Chivalry was a form of social training.
 Chivalric education was essentially class education for
entrance into aristocracy.
 This social discipline taught the young noble to
manage his estate and to acquire the class
consciousness of superiority over lower class.

a) Reading, Writing and little literary learning in the

vernacular
b) Social Training
c) Military Training
d) Religious and moral training
e) Physical Training
 CONTENT
The curriculum consisted of: g) At the higher level: the
a) Religion, music, dancing, curriculum consisted of
especially for girls the SEVEN FREE ARTS:
o Jousting
b) Horse riding for warfare,
o Falconing
hunting, and tournaments o Swimming
c) Physical exercises o Horsemanship
d) Reading, writing, literature in o Boxing
vernacular o Writing and singing
e) Good manners, right conduct, verse
o Chess
social graces and etiquette
f) Household duties such as
 The pupil did not pay any
sewing, weaving, cooking, fees because he served
embroidery and household his master like a valet.
management for girls
 AGENCIES

a) Home - responsible for the earliest education;

b) Fields of battle - the schools of boys
c) Courts - the school for girls
d) Troubadours, ministers and gazetteers
served as agents of education and providers
of entertainment.
 METHODS

o Imitation
o Example
o Learning by doing

o The motivation was strong desire for social

approval. Discipline was maintained through
the ideals of obedience and sincere adherence
to the moral and social standards.
 DECLINE
By the end of 1200’s, several events in
Europe led to the decline of
feudalism.

a) Economic revival
b) Invention of gun powder and
weapons
c) Battle of Courtal in 1302
d) Stone castles could no longer stand
against the cannon
e) Cities grew wealthier, less need of
aristocracy
f) People trained in the government
service took over the function of
 OUTSTANDING
CONTRIBUTIONS
TO EDUCATION
 Use of vernacular as tool of teaching

 The emphasis placed on learning the social

graces, rules of etiquette or good manners and
right conduct
 GUILD
SYSTEM
APPROACH
TO
EDUCATION
  Towards the end of the Middle Ages,
considerable social and cultural changes were
brought about by economic changes.

CRUSAD
E NEW
LIFESTY
Development LE,
TRADE
of needs,
luxuries
and transportatio
COMMERC n, trading,
E
and banking
 This brought about the growth of new
cities and the rise of new social
classes – the burgher, bourgeoisie or
the middle class.
demanded a different kind of
education for their children

 Closely related to the development of

commerce was the strengthening of
guilds, an organization composed of
persons with common interest and
mutual needs for protection and
welfare.
 Two types of guilds

MERCHANT GUILD CRAFTSMAN GUILD

o Members were o The skill workers,

manufacturers and artisans
residents of the same organized themselves into
town and artisans who craft according to their craft,
sold their products. to protect themselves from
They usually had a inferior work and undercut
prices and to gain monopoly
monopoly of the retail of production among
trade in their own themselves.
towns.
 AIMS

 The new middle class needed a new kind of

education that was practical, thus vocational
training was emphasized so that children were
to be prepared for the requisites of commerce
and industry.
 CONTENT

 Elementary instruction in
reading and writing were
vernacular and arithmetic was
required as preparation for
commerce and industry of the
guilds.

 Masters were required to teach

their apprentice their crafts and
also provide adequate religious
instructions.
 AGENCIES

 New types of school developed for the education

of burgher children

o Burgher schools supported and controlled by the

cities and often taught by priest and lay teachers
o Chantry schools supported by the wealthy
merchants for the instructions of the children of
the city, and
o Guild schools for the children of the craftsmen.
 ORGANIZATION
There were three stages of development for the craftsmen:

1. Apprentice - the boy was assigned to master that would

teach him. In turn, the boy had to work hard and serve his
master.
2. Journeyman - the young worker would travel as a paid
laborer and go to different masters.
3. Master craftsman - After the journeyman had proven his
worth, then he became a master, a full pledged member of
a guild.
 METHOD
 The chantry, burgher and the guild schools
were operated in much the same way as
monastic and parish schools.

 The methods used were example, imitation

and practice. They also had dictation,
memorization and the catechetical method.

 Discipline was severe and harsh. Education at

this point was strictly preparation for work.
References:

 Mateo, R. A., & Tangco, M. G. Foundations of

Education II (Historical, Philosophical, and
Legal Foundations of Education)

 http://www.scribd.com/doc/65463408/Chivalric
-Education-Report
THANK YOU!