Medieval Education Written Report Araza

8/9/2019 Medieval Education Written Report Araza

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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

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Medieval Education Written Report Araza

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