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Medieval Education
Medieval education was oftenconducted under the auspices of the
Church. During the 800s, French ruler
Charlemagne realized his empire
needed educated people if it was to
survive, and he turned to the CatholicChurch as the source of such
education. His decree commanded
that every cathedral and monastery
was to estalish a school to provide a
free education to every oy who hadthe intelligence and the perseverance
to follow a demanding course of study.
!rammar, rhetoric, logic, "atin,
astronomy, philosophy andmathematics formed the core of most
curriculums. During the Dar# $ges,
the only natural science learned came
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from popular encyclopedias ased on
ancient writings of %liny and other
&oman sources. 'he medieval studentmight learn that hyenas can change
their se( at will and that an elephant)s
only fear is of dragons. *tudents
learned more when they ventured out
into the countryside to tal# withtrappers, hunters, furriers and
poachers, who spent their time
oserving wildlife.
Medieval students often sattogether on the +oor, scrawling notes
from lessons using a one or ivory
stylus on wooden talets coated with
green or lac# wa(. nights were also
educated and loo#ed down upon ifthey could not read and write. !irls
were virtually ignored when it came to
education. -nly daughters of the very
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rich and powerful were allowed to
attend select courses.
$t / or , some scholars would
continue education at a university.
'hese were a creation of the Middle
$ges and could e found in larger
1uropean cities. 2ars and invasions
often halted studies, ut these
universities would reemerge during
the later Middle $ges and the
&enaissance. 'he cap and gown that
college graduates wear today havetheir roots in medieval academic
garments.
Educational Attitudes and
Practices of Jesus Christianity
came from Christ, the !ree# word
for Messiah. 3t was founded on
4udaism 5 also a monotheistic
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religion. -6ered a new ethical force 5
humanitarianism 5 that provided the
education for all. 4esus 5 one of thethree greatest teachers, the other two
eing *ocrates and !autama.
Aims
7*ee# ye rst the #ingdom of !odand His righteousness and all these
things shall e added unto you.9
'o renounce personal privileges
and advantages that comes from
riches and selshness of privateamition.
&eligious training 5 the
development of the right
relationship etween man and his
!od.
Type
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Highest type of ethical education.
:niversal and democratic y
ma#ing everyone a child of !od, heremoved all distinctions of y
teaching class and caste. 'hat !od
is the father of man#ind
Content His life was his curriculum;
He practiced what He taught. Didnot organize any school or social
institution; used no te(too#s Dealt
with fundamental truths
Development of individual and
social ehavior ased on human
relationships.
Methods
. Conversational method < usually
informal and intimate, this method
was direct, natural and familiar.
=uestions were as#ed and answered
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and di>culties proposed were
removed.
?. !nomic Method 5 4esus fre@uently
resorted to the use of gnomes or
provers. 4esus never delivered the
analytical addresses common today.
A. %arales 5 a #ind of comparison oranalogy. -n the surface the parale is
a plain and simple description of life
directed to the imagination
Jesus methods that are still
being used today:
aB $dusted lessons to the e(periences
of the students;
B :sed concrete everyday incidents
for His e(amples;
cB :sed the simplest language to
teach the most profound truths;
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E ethical doctrines and the intensity
of the faith of its adherents.
Aims
Moral regeneration of the individual
the society &eform of 'ypes Moral
and religious training. given to
prepare the child or convert foraptism elieved to e necessary
to save individual souls and to
convert
o physical or aesthetic their
fellowmenB training, only musicaltraining in relation to church
services.
3ntellectual education. one at
rst ut converts on the educated
class were trained later on to meet
opponents and heretics.B
Content
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Gasic instruction to t candidates
for aptism, asic elements of
church doctrine church 1liminated were rituals and moral
physical virtues of Christ li#e
training, art, science living. ,
literature, and rhetoric ecause
their origins were
Methods
as sole agency for educationB
impromptu e(position and
in home method of e(hortatione(ample
in schools estalished catechetical
pertaining to teaching y @uestion
and answerB method and rote
recitation
Monasticism
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Mon#s were the regular clergy;
they lived solitary lives under strict
rules and regulations emphasizing thethree main Monasteries were
principles of completely self
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hours of manual wor# and two hours
of reading
Scholasticism
1arly middle ages, from J th to
0th century 5 era ofth century;
movement faith.
'o rationalize the doctrine of thechurch.
Method
3ntellectual discipline to support
the doctrines of the church yrational
Types
"imited to theology and religious
philosophy.
Scholastic realism
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$nselm 5Gelieved that ideas or
concepts were the only real entities,
and oects #nown through the senseswere only copies $elard 5 *cholastic
conceptualism; of these although a
universal concept had no ideas.
-ective e(istence, it was an
e(pression of the sum total ofcharacteristics that a group of
individual oects had in common. 3n
short, a universal was only a concept
until it was e(pressed in the
Method
"ecture
&epetition
Disputation and
1(amination
"ogical analysis
*yllogism
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Chivalric Education
From Kth to JthCentury
complicated Feudalism system of
political and personal of chivalry was
%atterns relationships ased upon the
usages in warfare, religion and
courtesy to get the young noles
ready to for the upper class. $ssume
oligations, the institute of chivalry
ecame the asis for a set of ideals to
guide their
Aims
'each the est ideals 'o inculcate
gallantry toward women, protection
of the wea#, honesty in everything,
'ypes courage Form of social at alltimes.
'raining 1mphasized military
training and social Class education
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for eti@uette into entrance
aristocracy.
Content
%hysical, social, military and
religious activities.
'raining in reading and writing,
health instruction, training ineti@uette, oedience to superiors,
playing musical instruments, riding
and ousting, singing in religious
!irls were educated and playing
chess and ceremonies, dancing andfaith singing, courtesy, handicraft
and management of the household
Methods
3mitation, e(ample, and learningy doing.
Motivation Discipline
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!uild Approach to Education
Crusadersincreased trade and
commerce which rought aout thegrowth of new cities and the rise of a
new social class 5 the urgher,
ourgeoisie or middleclass.
'his new class egan to e as
closely related the important as to
noles and the clergy and they
demanded a development of
commerce was di6erent #ind of
education for the strengthening of theguilds, an organization composed
their children.
Aims
Iocational training'o prepare children for the
re@uisites of commerce Content
and industry.
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1lementary instruction in reading
and writing in the vernacular and
Crafts on commerce arithmetic and $de@uate religious instruction.
Methods
Much the same way as the
monastic and parish schools.1(ample, imitation and practice
Dictation, memorization, and
catechetical method.
Discipline was severe and harsh.
Saracenic Approach to Education
*i( hundred years after the irth of
Christ, a new religion, founded y
Mohammed 3slamB, too# in root in
$raia among the $ras also #nownas *aracens. 'he western world is
indeted to them for the creation of
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the scientic spirit of investigation
and e(perimentation and for the
invention and improvement of the
Methods
$ search for #nowledge and an
application of scientic facts to the
a6airs of daily life. Development of individual initiative
and social welfare
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1lementary level reading,
*cientic method writing, use of
repetition arithmetic, drillsB, Higher level religion, catechetical
algera, and grammar method,
Higher schools geometry, science.
Memorization and emphasized
travel trigonometry, physics,lecture.
$nd e(planation chemistry,
geography, astronomy
oran was taught in all levels.
%harmacy
&1%-&'1D GL
4:DL"31 4. $&$$
!-$"* F-& %"$
Faculty
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< 1stalished a teacher evaluation
system with follow
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responsiilities, aesthetics and
roadness of mind
and fondness for nature.< 1stalished learning and
counseling corner , early warning
system and remedial teachingsystem.
< 1stalished a mechanism fortraining and rewarding student
achievements in school.
Curriculum
< 1stalished system of teaching
assessment and completed
analysis on the @uestionnares.< &eformed the < to< ? asic
education.< *et up 3C' learning platform, y
allowing students to adust their
progress ased on theircurrent situation and aility.
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-verall
%romoted program evaluations
and accreditations< For faculty growth ,@uality
assurance on teaching ,student
learning counseling, 1< learning,sharing of lirary resources, and
other proect which would integrateteaching resourcesso that outcomes would e shared
y all.< 'he Department of 1ducation
o6ering the $lternative "earning*ystem for the out of schoolLouth to enrolled. 3t aim to
developed individuals and more
productive in the near future.
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M3**3- *'$'1M1'
'o help young children to e
educated intellectually, socially,
culturally, morally,and spiritually integrated persons
, capale of coping with the
changing world.
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I3*3- *'$'1M1'
'o share my envisions toe good as 7 Ma#a< Diyos9, 7
Ma#a< 'ao9, 7 Ma#a< Gayan9 at7Ma#ali#asan9, "iving with one
mind and one heart for a etter
goal in the future.
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%1&*-$" !-$"
< 'o have enough time for e(ercising
at least three times a wee#.< 'o have a @uality time with my
family.< 'o live in a safe and healthy
environment.< Maintain a healthy hait .
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< $ttending mass every *unday.
$C$D1M3C !-$"
< $ttending every class session< %erforming the tas# assigned< %unctuality in going to school< *umitting reports on time
*-C3$" !-$"< 2anting to spend more time with
friends< 'o go allroom dancing, singing at
least once a month with friends
-CC:%$'3-$"N %&-F1**3-$" !-$"
< 2anting to have a high salary
increased< 'o e promoted in this eld of
teaching< 'o nished the Master of 1ducation
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2&3''1 &1%-&'*
3
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F-:D$'3- -F 1D:C$'3-
*umitted y
4udyline 4. $raza
*ection G