FOUNDATION OF EDUCATION DURING MEDIEVAL PERIOD

FOUNDATION OF EDUCATION

1. Foundations of Education
1
st
Semester AY 2015-2016
THE MEDIEVAL CONCEPT OF SPIRITUAL,
INTELLECTUAL, POLITICAL, AND
ECONOMIC EDUCATION
LagunaState Polytechnic
University

2. Topic Outline
MONASTICISM
SCHOLASTICISM
CHIVALRY
THE GUilDSYSTEM OF EDUCATION

3. History
The fall of Rome in 476 A.D. is
considered as the end of ancient times
and the start of medieval history. In
this period, four educational systems or
movements emerged namely:
Monasticism, Scholasticism, Chivalry,
and the Guild system of education.
Each educational system bears
different features and characteristics
that greatly influence our today’s
Philippine Educational system.

4. The medieval concept of education is
centered on spiritual, intellectual,
political, and economic development.
The Medieval period of philosophy
represents a renewed flowering of
Western philosophical thought after the
intellectual drought of the Dark Ages.
Much of the period is marked by the
influence of Christianity and many of
the philosophers of the period were
greatly concerned with proving the
existence of God and reconciling
Christianity with classical philosophy.

6. MONASTICISM
Etymology:
-a special form of religious community life
-people separate themselves from ordinary
ways of living
-based on Jesus’ passage "be perfect,
therefore, as your heavenly Father is perfect"
Matthew 5:48
Greek word “monos” meaning alone.
It is sometimes called “monaschism”
literally means “dwelling alone”.

7. Monasteries became most
influential in 1066-1300.
On more than 300
monasteries, the monks
educated the children,
helped the poor and cared
for the sick. By 1500 some
were closed down by Henry
VII and sold them.
MONASTICISM

8. MONASTICISM
Notable People:
* St. Patrick –founded the first
Monasticism in Ireland between AD
432 and 461
* St. Anthony –founder of
Christian monasticism (Father
of Monasticism)

9. men who adopt a monastic life are called
monkswhile women are called nunsand
live in a convent
MONASTICISM

10. The three evangelical counsels or state
of perfection:
•poverty (perfect charity)
•chastity
•obedience
Medieval monastic life
consisted of prayer,
reading, and manual
labor.
MONASTICISM

11. Aims of Monastic
Education
•Spiritual
-to save individual souls
•Moral
-to attain the ideals of poverty, chastity, and
obedience
•Spiritual Knowledge
-to attain the highest spiritual knowledge and
to achieve spiritual perfection
•Virtue
-world renunciation
MONASTICISM

12. Agencies of Education
MONASTICISM
* Monasteries
TheMonastery of Saint Anthonyin Egypt, built
over his tomb

13. Agencies of Education
MONASTICISM
Saint Catherine's Monastery -one of
the oldest working Christian monasteries in
the world

14. MONASTICISM
* monastic schools
-under Charlemagne
in the 18
th
and 19
th
centuries

15. MONASTICISM
The Seven Liberal Arts was its
Curriculum
a. The Trivium (tres viae, three roads)
* Grammar –languages and literature
* Dialectic –logic or right reasoning
* Rhetoric –law and composition
b. The Quadrivium (quattor viae, four
roads)
* Geometry–geometry, geography, and natural history
* Arithmetic–numbers and the study of the calendar
* Music–plain chant and harmony used in church
* Astronomy–the heavenly bodies, chemistry and physics

16. MONASTICISM
Moral and Religious Training
Literary Education
Manual Training
Type of Education
Monasticism renounced completely the three aspects
of social organizations:
•The Domestic Home
•The Economic Structure
•The Political State
Three Aspects of Social
Organizations

17. MONASTICISM
Methods of
Instructions
•Catechetical Method
•Dictation
•Memorization
•Language
•Discipline
•Meditation and Contemplation/
Thoughtful Reflection

18. MONASTICISM
Outstanding Contributions
to Education
Preserving culture of Christians
Monasteries
Opposing vices and corruption
Taming warlike spirits
Giving dignity on labor

20. Scholasticism was a general
designation for the particular methods
and tendencies to rationalize the
doctrines of Christian Church.

21. What is SCHOLASTICISM?
Aristotle had used
logic to try to prove
the existence of
God.
-the revised beliefs
and logical methods
of discussion were
termed
scholasticism.

22. SCHOLASTICISM
-Father of
Scholasticism

23. SCHOLASTICISM
Major Scholastics of
12
th
Century

24. SCHOLASTICISM
Major Scholastics of
12
th
Century

25. SCHOLASTICISM
Major Scholastics of
12
th
Century

26. SCHOLASTICISM
Aims of Education
Intellectual Discipline -by rational argument
Faith by Reason -by reason
What is Primacy of Faith?
“That the will of man wills or chooses from
necessity…
That the world is eternal…
That the soul is corrupted
when the body is corrupted…
That the man’s actions are
not ruled by the divine
providence.”

27. SCHOLASTICISM
Agencies of
Education
Parish Schools

28. SCHOLASTICISM
Agencies of
Education
Monastic and Cathedral

29. SCHOLASTICISM
Agencies of
Education
Palace School

30. SCHOLASTICISM
Agencies of
Education
University

31. SCHOLASTICISM
The Birth of University

32. SCHOLASTICISM
Scholastic Realists Conceptualists

33. SCHOLASTICISM
Various Kinds of Scholarly Treatises
Disputed Questions
Disputed Questions on Truth
Summae
Methods of Instructions
Argumentative Method
a. Starting a proposition, thesis, or questions;
b. Setting down objections to the proposition:
c. Proving one side, and
d. Answering or disputing objections in order.
Lecture, Repetition, Disputation, and Examination
Methods
Aristotelian Logic
Problem Method

34. SCHOLASTICISM
The Aristotelian Logic
1.a MAJOR PREMISE
2.a MINOR PREMISE
3.Conclusions
Other requisites
1.The subject must ALL INCLUSIVE
2.The predicate must be the subject of
the MAJOR PREMISE
-All men are mortal
-All Greeks are men
-All Greeks are mortal

35. SCHOLASTICISM
Outstanding Contribution to Education
•Organization of the University
•Emphasis on the Intellectual Training

37. CHIVALRY
The general term to describe the
political and military system of Western
Europe.
-no central government
-little security
-fulfilled the basic need for justice and
protection
-has a system of land tenure on
allegiance and service to the nobleman or
lord.

39. CHIVALRY
Lord
-Owned the land, called a fief, let it
out to a subordinate who called a
vassal.
Two careers for the son
of noblemen:•Clergy
-If they decided in favor of the
church, they pursed an education
that was religious and academic in
nature.
-an education that was
physical, social, military, in
nature.
-more appeal than the church
•Chivalry

40. CHIVALRY
Chivalry-
comes from the Old
French word
chevalerie, meaning
horse soldiery.
-The term came
to mean the code
of behavior and
ethics that knights
were expected to
follow.

41. CHIVALRY
Aims of Chivalric
Education
•Morality
-to inculcate in the minds of the young
nobles the virtues of honor, bravery, courtesy
etc.
•Responsibility
-to get the young nobles to assume their
responsibilities, how to manage their own
estates, and how to deal with the lower class of
people.
•Horsemanship
-to train the young nobles in horseback
warfare, hunting, and tournaments.

42. CHIVALRY
Aims of Chivalric
Education
•Gallantry
-to train the young nobles how to deal
gallantry with the ladies of the nobility and to
protect the weak.
•Religiosity
-t 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.

43. CHIVALRY
Agencies of Education and
Content Studied•Home -was for the young boys and girls.
•Court-the court was for the girl
•The Castle-these 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.

44. CHIVALRY
The following are the contents
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
•Jousting
•Falconing
•Swimming
•Horsemanship
•Boxing
•Writing and singing verse
•Chess
The pupil did not pay any fees because
he served his master like a valet.
At higher level: the curriculum
consisted of the Seven Free Arts:

45. CHIVALRY
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”

46. CHIVALRY
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.

47. Training Preparation for
Knighthood
Knighthoodgrew up as part of the
feudal system
-became less important in warfare by the
1400s because of the changing military
tactics and the 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 ride a pony and care for
horses
CHIVALRY

48. 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
night
CHIVALRY

49. 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
CHIVALRY

50. 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
The prospective knight too a bath of purification,
dressed in white
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
CHIVALRY

51. CHIVALRY

52. The Decline of
Feudalism
By the 1200’s, several events in Europe led to the
decline of feudalism.
An economic revival put more money back into use
because soldiers could be paid. Fewer lords relied on
vassals to provide services for knights
The invention of gunpowder and of such weapons as the
longbow and the cannon lessened the dominance of knights
Foot soldiers from the Flemish cities defeated French
knights at the battle of Courtrai in 1302
Stone castles occupied by feudal lords could no longer
stand against cannon
Cities grew wealthier and became more important and
rulers have less need of the aristocracy
People trained in the government service took over the
functions that vassals had performed on their fiefs
CHIVALRY

53. 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
CHIVALRY

55. -Guildswere associations of people who had
common interest, or who engaged in the same work.
-People performed charitable, religious, and social
guilds
Religious guilds –paid money into a common fund.
Alms–a relief that was given to members who needed
help because of sickness or old age
Mass–guilds arranged to be offered for members who
died.
The religious guilds were suppressed in England in the
1500’s. These guilds are known as merchant guilds
and craft guilds.

56. Merchant
Guilds
-Known as Hansen
-Primarily a commercial organization
-Members were independent of one
another
-Each guild made regulations for its
own members and varies from town to
town
-Imposed a toll (tax) on the
transactions of merchants from other
towns
-Took part in the religious and social
life of the town
-Members paid subscriptions
-Punished members who were fond
guilty of misconduct

57. Craft Guild
-some large towns had as
many of as 20 or 30 craft
guilds
-Guilds in the manufacturing
crafts included those of:
Bowyers(makers of bows)
Fletchers(makers of
arrows)
Girdles(makers of girdles
Hatters
Skinners
Weavers

58. Traders such as :
Drapers
Fishmongers
Ironmongers
Mercers (dealers of text tiles)
-also had their own guilds
A person could become a
member of a guild in one of
three ways:
1.Patrimony (succeeding parent)
2.Redemption (buying membership)
3.Apprenticeship (serving a term of
training in a craft)

59. From Apprentice to Master:
As Apprentice

60. As Journeymen

61. •The Masterpiece
As Master

62. •Guilds
As Master

63. •Corpus Cristi

64. •Liveries and Liverymen

65. Decline of the Guild System
* Growth of Capitalistic Industry
* Struggle of Producing Guilds
* Change to the Domestic System
* Strict Control on Trade
Aims of Education
* Business Interest and Preparation for
Commercial and Industrial Life
* Vocational Preparation

66. Agencies of Education
and Contents Studied
> The burgher school
> The chantry school
> The guild school
Methods of
Instructions
> Observations, imitation, and practice
> Dictation, memorization, and catechetical
methods
> Discipline

67. Outstanding Contribution to
Education
> Vocational Training or manpower development
> Apprenticeship

68. Professor: Mrs. Lydia
Chavez