Medieval education is about

education that was conducted in the

medieval
Childrenperiod.
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
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
s ethical education.
 Universal and
democratic
By making
everyone a child
of God, he removed
all distinctions of
By teaching
class and caste.
that God is the
father of
mankind, He
removed
Conten
t was his curriculum; He
His life
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
s
1. 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
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

 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
No physical or aesthetic training, only
fellowmen)
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.)
Conten
t
Basic instruction to fit
candidates for baptism,
basic elements of
church doctrine, church
rituals and moral
Eliminated
virtues were:
of Christlike
physical training, art,
living.
science, literature,
and rhetoric because
their origins were
Pagan and, therefore,
Method
s
(as sole agency for
education) impromptu
exposition and
exhortation
In home: method of
example
In schools established:
catechetical
(pertaining to teaching by quest
method
ion and answer.)
and rote recitation (pupils
memorized to answer
 Monasticis
m
Monks were the
regular clergy; they
lived solitary lives
under strict rules
and regulations
emphasizing the
three main
principles of
Monasteries
monastic lifewere
–
completely
obedience, self-
supported and
simplicity and
became
industry. centers for
literacy and artistic
 Salvation of
Aims individual souls.
(a kind of moral and
physical discipline
based on bodily
Vow of chastity –
mortification and
giving up theworldly renunciation for
family and allthe sake of moral
human improvement.)
relationships.
Vow of poverty –
rejection of all
Literacy
activities and
manual
training. Rule of
Types Benedict: seven
hours of manual
work and two
hours of reading
sacred literature
 in
e ad g
R t i n
i
g Wr
r i t h m
A e of
a g
eLtaictin as langu
Conten u c t i o n.
instr
t Trivium – gra
mma r ,
rhetoric and
dialectic
Qua
driv
a r it h iu m
m e –
geo tic,
met
astr ry ,
o
 h e ti c a l
Catec tio n
h o d . D i c ta
met t h e
u s e d a n d
was a de
ils w e r e m
Method pup
e m o r i z e
tMoemd
i t
e r y tha intig o.
e
nav
nd
discipli
ne
 Scholasticism

Early middle ages,

from 6th 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
 Types

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
Scholastic conceptualism; Abelard
were only copies of these ideas. –
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;
Method

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
To get the young nobles ready
for the upper class.
to assume obligations, the
institute of chivalry became the
basis for a set of ideals to
Aims
Teach the best ideals
To inculcate gallantry
toward
women, protection of the
weak,
honesty in everything,
Types
courage
Form of social
at all times.
training
Emphasized military
training and social
etiquette.
Class education for
entrance into
aristocracy.
Conten
t

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
Girls chess.
were educated in religious
faith and ceremonies, dancing and
singing, courtesy, handicraft and
management of the household
Methods

Imitation, example, and

learning by doing.

Motivatio
n
Discipli
ne
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 Closely
the nobles and
related to the clergy and
the development
they demanded
of commerce wasa the
different kind of
education for their
strengthening children.
of the guilds, an
organization composed of persons
Aims
Vocational training to
prepare children for the
requisites of commerce and
Content
industry.
Elementary instruction in
reading and writing in the
vernacular and arithmetic.
Crafts on commerce
and adequate
religious instruction.
Methods

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 world
The western Saracens.
is indebted to
them for the creation of the
scientific spirit of investigation and
experimentation and for the
invention and improvement of the
 Methods
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
Types
sense.

ocational education.
ntellectual training.
Elementary
education was open
to all boys aid
Financial ad girls.
was
provided to the
Content Method
Elementary
level: reading, Scientific method
writing, (use of repetition
arithmetic, drills), catechetical
Higher level:
religion, method,
algebra,
grammar and memorization
Higher schoolsand
geometry,
science. lecture.
emphasized travel
trigonometry,
physics, and explanation.
chemistry,
geography,
astronomy,
n pharmacy,
was taught in all levels.