It is believed by many experts and authorities that the modern society and the modern education and its theories begun in this period. It was a general awakening brought about by several factors such as the invention of printing press in which books became widely available.

1. The Renaissance to the Age
of Naturalism in Education

2. Objectives:
Able to define “ Renaissance.”
Able to determine the factors that propelled the Renaissance Period.
Able to discuss the different movements that evolves during the
Renaissance period.
Able to determine the different contributors of education from the
different movements during the Renaissance period.

3. RENAISSANCERENAISSANCE
REFORMATION
AND COUNTER-
REFORMATION
HUMANISM
REALISM DISCIPLINISM
rebirth

4. Italian or Individualistic
Humanism
Stressed personal culture,
individual freedom and
development as the best way
toward full and rich lives.
Stressed manual and social
reform as the best means of
providing rich and free lives for
the masses as well as for the elite.
Northern or Social
Humanism
HUMANISM
most significant intellectual
movement of the
Renaissance

5. AIMS:
• Academic freedom
• Abundant living
• Liberal Education
ITALIAN/
INDIVIDUALISTIC
HUMANISM
CONTENT:
• Varried Curriculum –
classical art and literature,
the world of emotions,
nature, physical training,
grammar, rhetoric,
mathematics, music,
dancing
TYPES:
 Literary and aesthetic
 Physical education, social
training in manners and
deportment and moral
education AGENCIES and
ORGANIZATIONS
• Elementary
• Court School
• University
• School of Vittorino da
Feltre
METHOD:
• Text replacing lectures
• Written themes displacing
oral discourse

6. REAL NAME: VITTORINO RAMBOLDINI, Italian
Humanist and a teacher
 Education: Philosophy , a degree of Arts in Latin Composition
and Logic and Theology
 Set up La Giocosa (Pleasant House), a secular boarding school.
METHODS:
• adapting the work of the individual to his needs and capacities
• developing a balance between mental activity and physical
activity
• the inclusion of play in the curricula
VITTORINO DA FELTRE (1378 FELTRE – 1446 MANTUA)

7. AIMS:
• Social Reform
• Improvement of Social
Relationship
• Literacy
• Literary
• Democratic
NORTHERN OR
SOCIAL
HUMANISM
CONTENT:
• Classical and biblical
literature
• Erasmus of Rotterdam
TYPES:
• Religious
• Moral
• Social Education
AGENCIES and
ORGANIZATIONS:
• Elementary Schools
• Secondary Schools
• Universities
(Secondary and University
open only to males)
METHOD:
 ERASMUS
• Individualized Instruction
• Importance of games and
exercise
• Social relevance
• Value of repetition and mastery
• Motivation, praise, rewards

8. Known as Erasmus of Rotterdam, a Dutch Renaissance
humanist, theologian and great writer
 “Prince Humanists”
 He prepared important new Latin and Greek editions of New
Testament.
METHODS:
• Individualized instruction, importance of games and exercise,
social relevance ,repetition and mastery, motivation, praise and
rewards, gentleness, not physical punishment
• “Prevention is better than cure.”
“Time takes away the grief of men.”
“In the kingdom of the blind, the one-eyed man is a king.”
DESIDERIUS ERASMUS ROTERODAMUS (OCT. 28, 1466 – JUL. 12, 1536)

9. AIMS:
• Religious Moralism – living a worthy
life on earth will guarantee a
glorious life hereafter.
• Education must provide adequate
training in the duties of the home,
occupation, church, and state.
REFORMATION
CONTENT:
• Study of the Bible
• Singing, physical education,
vocational training
• Secondary schools and
universities: history,
mathematics, natural science,
music and gymnastics,
scholastic theology
• Jurisprudence, literature and
culture became important
TYPES:
• Character Education/ Protestant
Work Ethic – stressed the value of
work over play
• Advocacy for universal,
compulsory, and free education.
AGENCIES and
ORGANIZATIONS:
Home was the basic educational
agency.
3 types of Protestant school
system:
•The Common Vernacular
School
•The Classical Secondary
School
•The University
METHOD:
• Reading taught by routine
pronunciation of words,
memorization of answers to
questions from gospel, hymns, and
psalms.
• Rigid teaching methods and strict
discipline through religious.
(A religious movement of
1500’s that leads to
PROTESTANTISM)

10.  Was a German priest and professor of theology who
initiated the Protestant Reformation in 1517.
 Posted his 95 theses on the door of the Castle
Church in Wittenburg saying that freedom from
God’s punishment of sin could not be purchased
with money.
 Luther’s greatest achievement was the German
bible.
MARTIN LUTHER (NOV. 10, 1483 – FEB. 18, 1546)

11. AIMS:
• Religious moralism
• To develop an
unquestioning obedience to
the authority of the church
• Jesuit Schools – to train
leaders
• Christian brother – to teach
the poor
• Jansenists – to emphasize
spiritual salvation
THE CATHOLIC
COUNTER
REFORMATION
CONTENT:
4R’s with emphasis on
religion
Christian education
Moral training, exercises
and activities were geared
toward religious worship.
TYPES:
Religious and moral education
Domestic and vocational
training
Realm of professional education
Graduate schools of law and
medicine
Teacher training.
GENCIES AND
ORGANIZATION:
Elementary for the poor
(Christian Brothers)
Secondary and higher
education for training leaders
(Jesuits and Jansenists)

12. From the Jesuits
•doing a small amount of
work at a time
•prelection and repetition
•Adapting the lesson to the
abilities and interests of
children
•Participation of pupils by
question and answer.
A lot of repetition for mastery
Review
Motivation by rivalry and
emulation
From Christian Brothers
•Grade pupils according to
ability
•Adopt method wherein pupil
recite to the class and not to a
teacher
From the Jansenites:
•Teaching of the vernacular by
the phonetic method
•Nothing is to be memorized
unless understood
•Use of textbooks
METHODS:

13. LITERARY REALISM
Agreed with the humanists that
classical language and literature
were the ideal means to liberal
education.
Three verbal realists
Juan Luis Vives (Spanish)
Francois Rebelais (French)
John Milton (English)
REALISM
SENSE REALISM
Advocate a type of education
in which scientific content
would be introduced and the
scientific method used.
Four sense realists
 Richard Mulcaster
 Francis bacon
 Wolfgang Ratke
 John Amos ComeniusSOCIALREALISM
Believe that education
could be had best by direct
contact with people and
social activities and not
through books.
-A philosophy which holds
that education should be
concerned with the
actualities of life

14. AIMS:
• Complete knowledge and
understanding of human society
through classical literature
• Vives – education should develop
personality.
• Rabelais – development of a whole
man
• Milton – prepare for actual living.
LITERARY
REALISM
CONTENT:
• Encyclopedic
• Vives – learning of the
vernacular
• Rabelais – physical exercises,
games and sports, Bible
study, intellectual readings of
the classics
• Milton – everything, ancient
and literary classics had to be
studied
TYPES:
• Literary type of education, very
practical and liberal
• Intellectual, moral, social, religious
• Physical education
AGENCIES and
ORGANIZATIONS:
Vives – Parents
Rabelais – Tutor
Milton - Academy

15. Vives: the teacher should
study each pupil
individually; adapt school
work to the abilities and
interests of his pupil, hold
quarterly conferences with
teachers thoroughly assess
the pupils progress.
Rabelais : all learning is to be
made pleasant; learning
facilitated through natural
activities; reasoning
substituted for rote learning.
Make use of reference books.
Milton: Reading is done for
content and not for syntax; use
of resource person in the
classroom; discussions and
lectures by academic
authorities.
METHODS:

16. AIMS:
• Aimed to prepare the
aristocratic youth for the life of
a gentleman in the world of
affairs.
• Michael de Montaigne –
advocated a highly
individualistic education that
will enable the individual to get
along efficiently with his fellow
and enjoy his leisure hours.
SOCIAL
REALISM
TYPES:
• Practical type
• Physical education
• Moral training
• Intellectual training
CONTENT, AGENCIES and
ORGANIZATIONS:
• Travel according to
Montaigne
• Experience
• Private tutorial system
• Finishing schools
• Private military academies
METHOD:
 Montaigne – understanding and
judgment rather than memorization
 Social contracts rather than books
 Learning should be pleasant and not
harsh
 Competition, independent thinking,
application of what has learned
 Lessened the authority of a teacher

17. AIMS:
• To develop a harmonious
society, working in
accordance with natural
and universal laws. SENSE
REALISM
TYPES:
• Practical type of
education, a
comprehensive
curriculum with stress on
scientific training. AGENCIES and ORGANIZATIONS:
• 4 levels of education (Comenius):
• The School of the Mother’s knee, a pre-
school in every home
• Avernacular elementary school in every
hamlet
• A Latin school in every city
• A university which was rigidly selective in
every province
METHOD:
 All school should begin on
the same date each year.
 Systematic organization of
the schedule of class work
 School days should be
organized in agreement
with the child’s nature.
 A half hour relaxation
should follow each study
period.
 Morning hours to be
devoted to intellectual
subjects and the afternoon
to physical and aesthetic
subjects. (Wilds and
Lottich p.220)

18. Mulcaster:
• Children must be studied thoroughly and their
innate abilities respected.
• Use of the games, play, and exercise for learning
purposes.
Bacon:
Use the inductive method of learning.
Ratke:
All learning should follow the course of nature
Repetition must be done as often as possible.
Comenius:
Education should appeal to the child’s natural
interests.
Learning starts from the senses.
A subject should not be left unless thoroughly
mastered.
Children learn to do by doing.
Instruction should be fitted to the child’s
understanding.
Learning, to be effective, must be first in the
vernacular.
METHODS:
RICHARD MULCASTER FRANCIS BACON WOLFGANG RATKE JOHN AMOS COMENIUS

19. AIMS:
• Formation of character –
provide exercises of mind, of
body and of self-control.
FORMAL
DISCIPLINE
AGENCIES and
ORGANIZATION:
• Grammar School
• Gymnasium
• Tutorial system
• Humanistic secondary
school
• Church elementary school
TYPES: Physical
• Moral
• Intellectual
• Linguistics, mathematics
• Spelling, grammar
METHOD:
• Exercise and drill
• Sensation, memory, and
reasoning
• Corporal punishment