S t

a r
tEducatio
?l
Medieva

n
 Report in prof. ed 1

Paula Juliana I. Navarro

II – 2 BECED
Medieval education is about education that was conducted in the
medieval period.
Children were taught their basics, such as how to read and write.

In medieval times, there were many schools that operated without the
use of books. Students were taught by skilled masters, and were often
educated for dubious benefits. The rich or others that did provide
education in medieval times did so for their personal gain. There were
very few that really wanted to educate people in the true spirit of
enlightening more minds.
 Educational Attitudes and
Practices of Jesus
Christianity came from Christ, the Greek word for Messiah.

It was founded on Judaism – also a monotheistic religion.

Offered a new ethical force – humanitarianism – that

provided the education for all.
Jesus – one of the three greatest teachers, the other two
being Socrates and Gautama.
Aims
“seek ye first the kingdom of God and His
righteousness and all these things shall be
added unto you.”

To renounce personal privileges and

advantages that come from riches and
selfishness of private ambition.

Religious training – the development of the

right relationship between man and his God.
Type
Highest type of ethical education.
s
 Universal and democratic
By making everyone a child
of God, he removed all
distinctions of class and caste.
By teaching that God is
the father of mankind, He
removed education from the
clutches of national limits
and racial prejudice.
Content
His life was his curriculum; He practiced what He
taught.

Did not organize any school or social institution; used

no textbooks

Dealt with fundamental truths

Development of individual and social behavior

based on human relationships.
Method
1.
s
Conversational method - usually informal and intimate,
this method was direct, natural and familiar. Questions
were asked and answered and difficulties proposed were
removed.

2. Gnomic Method – Jesus frequently resorted to the use of

gnomes or proverbs. Jesus never delivered the analytical
addresses common today.

3. Parables – a kind of comparison or analogy. On the surface

the parable is a plain and simple description of life directed
to the imagination and, therefore, understood by literate
and illiterate alike; although a deeper spiritual significance
could only be understood by minds not blinded by
prejudice and religious formalism.
Jesus’ methods that are still being used today:

a) Adjusted lessons to the experiences of the students;

b) Used concrete everyday incidents for His examples;

c) Used the simplest language to teach the most profound

truths;

d) Recognized what Dewey later popularized – learn to do

by doing;

e) Encouraged students to question;

f) Appealed to the imagination;

g) Stimulated thinking by power of suggestion; and

h) Recognized individual differences and adjusted his

teaching methods to the needs and capacities of the
learners.
 The Early Christian Church

The first two centuries after Christ, the Christian congregation gained
followers but were regarded with suspicion and were considered dangerous.

A.D. 313, through the edict of Milan, emperor Constantine recognized

Christianity as the official state religion.

The Christian church (Roman Catholic) rose to power because of the force of
its high moral & ethical doctrines and the intensity of the faith of its
adherents.
Aims
Moral regeneration of the individual.
Reform of the society

Types
Moral and religious training. (given to prepare the child or convert for baptism.
Believed to be necessary to save individual souls and to convert their fellowmen)

No physical or aesthetic training, only musical training in

relation to church services.
Intellectual education. (none at first but converts on the
educated class were trained later on to meet opponents and
heretics.)
Content
Basic instruction to fit candidates for
baptism, basic elements of church
doctrine, church rituals and moral
virtues of Christlike living.

Eliminated were: physical training,

art, science, literature, and rhetoric
because their origins were Pagan
and, therefore, full of vices and
corruption.)
Method
s
(as sole agency for education)
impromptu exposition and exhortation

In home: method of example

In schools established: catechetical

(pertaining to teaching by question and answer.)
method and rote recitation (pupils
memorized to answer questions)
 Monasticis
m
Monks were the regular clergy;
they lived solitary lives under
strict rules and regulations
emphasizing the three main
principles of monastic life –
obedience, simplicity and
industry.

Monasteries were completely self-

supported and became centers for
literacy and artistic and scholarly
aspects of life.
 Salvation of individual souls.
Aims (a kind of moral and physical discipline based
on bodily mortification and worldly
renunciation for the sake of moral
improvement.)
Vow of chastity – giving up the
family and all human
relationships.
Vow of poverty – rejection of all
material interests in life.
Vow of obedience – renunciation
of ranks and distinction.
Literacy activities and
manual training.

Type
Rule of Benedict: seven
hours of manual work and
s two hours of reading
sacred literature daily.
Content
Method
 Scholasticis
m

th
Early middle ages, from 6 to 10th

century – era of faith.

11th century; movement to rationalize the
doctrine of the church.
Method

Intellectual discipline

To support the doctrines of the

church by rational argument
 Type
s
Limited to theology and religious philosophy.
Scholastic realism; Anselm – Believed that ideas or
concepts were the only real entities, and objects known
through the senses were only copies of these ideas.
Scholastic conceptualism; Abelard – although a universal concept had
no objective existence, it was an expression of the sum total of
characteristics that a group of individual objects had in common. In
short, a universal was only a concept until it was expressed in the
individual; then it became real.
Metho
d
Lecture, repetition, disputation and
examination.

Logical analysis

Syllogism
 Chivalric Education
From 9th to 16th Century
Feudalism ( complicated system of political and
personal relationships.
Patterns of chivalry were based upon the usages in
warfare, religion and courtesy for the upper class.
To get the young nobles ready to assume obligations, the
institute of chivalry became the basis for a set of ideals to
guide their education and conduct.
Aims
Teach the best ideals
To inculcate gallantry toward
women, protection of the weak,
honesty in everything, courage

Type
at all times.

s
Form of social training
Emphasized military training and
social etiquette.
Class education for entrance into
aristocracy.
 Conte
nt
Physical, social, military and religious activities.

Training in reading and writing, health instruction, training in

etiquette, obedience to superiors, playing musical instruments,
riding and jousting, singing and playing chess.

Girls were educated in religious faith and ceremonies, dancing and

singing, courtesy, handicraft and management of the household
servants.
Method
s
Imitation, example, and learning by
doing.

Motivation

Discipline
 Guild Approach to Education
Crusaders increased trade and commerce which brought
about the growth of new cities and the rise of a new social
class – the burgher, bourgeoisie or middle class. This new
class began to be as important as the nobles and the clergy
and they demanded a different kind of education for their
children.
Closely related to the development of commerce was the
strengthening of the guilds, an organization composed of
persons with common interests and mutual needs for
protection and welfare.
 Aims
Vocational training to prepare children for
the requisites of commerce and industry.

Content
Elementary instruction in reading and
writing in the vernacular and arithmetic.
Crafts on commerce and adequate
religious instruction.
Method
s
Much the same way as the monastic and parish
schools.
Example, imitation and practice.
Dictation, memorization, and catechetical method.

Discipline was severe and harsh.

 Saracenic
Approach
to Education
Six hundred years after the birth of Christ, a new religion,
founded by Mohammed (Islam), took in root in Arabia
among the Arabs also known as Saracens.

The western world is indebted to them for the creation of

the scientific spirit of investigation and experimentation
and for the invention and improvement of the tools of
science.
Method
s
A search for knowledge and an application of scientific facts
to the affairs of daily life.
Development of individual initiative and social welfare-
liberal education in its truest sense.

Types
Vocational education.
Intellectual training.
Elementary education was open to all
boys ad girls.
Financial aid was provided to the
needy students.
Conten Metho
t d
Elementary level: reading,
writing, arithmetic, religion, Scientific method (use of repetition
grammar and science. drills), catechetical method,
memorization and lecture.
Higher level: algebra, geometry,
trigonometry, physics, Higher schools emphasized travel
chemistry, geography,
and explanation.
astronomy, pharmacy,
medicine, surgery, philology,
history, literature, logic,
metaphysics and law.

Koran was taught in all levels.

END