Aiza Cao Presentation1 for educ 212.pptx

My Presentation for Educ 212 in Masters of Education

1. Chivalric Education Aiza M. Cao Presenter

2. Chivalry The term “chivalry” derives from the Old French term chevalerie, which can be translated as “ horse soldiery ”. -The term came to mean the code of behavior and ethics that knights were expected to follow.

3. Chivalry Knights of the Middle Ages Were warriors Fought wearing armor on horses Fought using lances, spears, swords and shields Were expected to show courage, bravery, loyalty and respect

4. Where did the Knight live? When they were not in battle, Knights lived in a castles, and on large farms. They used their skills for haunting and for contest.

5. Duties of a Knight Duty to serve and protect Have mercy, courage and value. Be fair. Protect the weak and the poor. Be willing to give one’s life for another’s whether for a poor man of his lord.

6. Duties of a Knight 2. Duty to God Be faithful to God. Protect the innocent. Be the champion for Good against Evil. Be generous.

7. Duties of a Knight 3. Duties to Women Serve a lady and all her female family and friends. Be gentle, kind and gracious to all women.

8. Aims of Chivalric Education Morality - to in calculate in the minds of the young nobles the virtues of honor, bravery, courtesy etc. Responsibility - to get young nobles to assume their responsibilities, how to manage their own estates and how to deal with the lower class of people.

9. Aims of Chivalric Education Horsemanship - to train the young nobles in horseback warfare, hunting, and tournaments. Gallantry - to train the young nobles how to deal gallantry with the ladies of the nobility and to protect the weak.

10. Aims of Chivalric Education Religiosity - to train the young nobles to be devoted to the service of God. Social Graces - to train the young girls in the social graces and manner fit for the ladies.

11. Agencies of Education and Content Studied Home – was for the young boys and girls. Court – the court was for the girl. The Castle – there were for the boys. Troubadours , Minnesingers, and Minstrel – using the vernacular, they sang about the noble deeds of heroes, beautiful ladies, brilliant deeds of knights and lords. They spread news, gave warnings about impending dangers, brought messages from allies and friends. Troubadours propagated learning through their songs.

12. The following content studied by the pupils: Religion, music, dancing, especially for girls Horse riding for warfare, hunting, and tournaments Physical exercises Reading, writing, literature in vernacular Good manners, right conduct, social graces & etiquette Household duties such as sewing, weaving, cooking, and embroidery for girls

13. At higher level: the curriculum consisted of the Seven Free Arts: Jousting Falconing Swimming Horsemanship Boxing Writing and singing verse Chess

14. Jousting and Falconing JOUSTING Generic term in the Middle Ages to refer to many kinds of martial games. ( contact sport) FALCONING Hunting in the Middle Ages Were enjoyed by the nobles of the time. Also called as “sport of kings”

15. Methods of Instruction Observation , Imitation and Practice The young noble observed, imitated, and practiced what was to be learned. Training was individual. Apprenticeship A young noble was assigned to a lord to learn all were to be learned. Motivation These were done by means of high social ideals, social standards, and social approval

16. Training Preparation of Knighthood Knighthood grew up as part of the feudal system -became less important in warfare by the 1400s because of the changing military tactics and introduction of gunpowder. In Middle Ages, a young boy in training to be a knight spent the first years of his life in the: Care of the women of his family Learned to a pride a pony and care for the horses

17. THE PAGE At 7 (left home and assigned to a female teacher) Joined the household of another knight or a nobleman Learned to handle small weapons Learned the code of courtesy and behavior expected of knight

18. THE SQUIRE At 14 (assigned to a knight) Acted as valet (a personal servant to the knight who was his master) Set the table and served meals Keeping the Knight’s weapon in good condition Caring for his horses Helping him with his armor Attending to his injuries Guarding his prisoners Rode with his master into a battle and took part in the fight

19. THE KNIGHT At 21, any knight could bestow knighthood on another Some men were knighted on the battlefield if they had shown great bravery The knight received his sword and another weapons from his master or king, or from members of the king’s court This ceremony was solemn and memorable This prospective knight too a bath of purification, dress in white

20. THE KNIGHT Spent an entire night in meditation and prayer The squire knelt before the parrain, or the man who was knighting him. The parrain struck the squire on the back of the neck with the palm of his hand . Later a tap with a sword replaced the blow with the hand. This tap ( a ceremony) was called the accolade from the French word col , meaning neck. “ I dub you knight”. Those words completed the ceremony in which a squire became knight.

21. Outstanding Contribution to Education Use of vernacular as a tool of teaching. The emphasis placed on the learning of social graces, rules of etiquette or good manners and right conduct.

22. Islamic influence in Education

23. Aims of Islamic Education Spread of learning Spread of religion is the main aim Spread of Muslim culture Achievement of worldly pleasure Develop spiritual knowledge Critical thinking and problem solving skills Prepare a students for a life of purity and sincerity Five Pillars of Islam

24. Two system of Education Primary Education Main Centre for primary education was Maktab. Maktab was an elementary school which was usually attached to a mosque.

25. Curriculum in Maktab In Maktabs students were taught 3r’s i.e Reading, Writing and Arithmetic. At first they had taught the letter of the alphabet. Students had to learn by heart those portion of Quran that would be necessary to perform their religious duties. It was not essential to understand the meanings but correct pronunciation and memorization is emphasized. Students were taught grammar, Persian, Arabic and Urdu. Children of rich people get education from home tutors.

26. Teaching and Method In Maktabs teaching method was direct and oral. Memorization and rote-learning was main factor of teaching method. Children used wooden piece for writing initially and after practice they write on paper.

27. Higher Education The Centre for higher education is called Madrasa. The word Madrasa is derived from an Arabic word ”Dars” which means lecture. Thus it was a placed where lecture is given. A Madrasa was an educational institution which imparted higher education especially Islamic.

28. Curriculum in Madrasa Curriculum was both religious and secular. The period of higher education was 10 to 12 years. The curriculum was divided into two parts: Religious Education- it includes deep study of Quran, Islamic Law and Safism. Worldly Education- it includes study of Literature, Logic, History, Geography, Astronomy, Arithmetic, Agriculture and Medicine. All subjects were not taught in all madrasas. Some Madrasas had hotels attached to them which provided free boarding and lodging.

29. Methods of Teaching The Method of teaching was oral in higher education. Teacher used lecture method. There was monitorial-system in the class. The deductive and inductive method were used for teaching Religion, Philosophy, Logic and Political Science. There was arrangement of practical teaching for Music, Handicraft, Drawing and Medical Science. Student were encourage for self-study. Writing was preferred than reading.

30. Influence in Education Islam placed a high value on education, and, as the faith spread among diverse peoples, education became an important channel through which to create a universal and cohesive social order .

31. EVALUATION What is the difference of Chivalry and Islam in education?