The document discusses the education system during the Medieval period in Europe. It describes three main types of schools - song schools which taught singing, monastic schools connected to religion, and grammar schools which taught basic subjects like Latin, grammar, and logic. Monasticism played a large role where monasteries and monks were the main educators and helped preserve knowledge by copying manuscripts. Scholasticism developed using logic and debate to discuss religious topics rationally. The university system grew out of associations of teachers using methods like lectures, disputation, and applying Aristotle's logic.

1. BONUM MANE,
OMNIS!

2. EDUCATION OF
MEDIEVAL PERIOD

3. HISTORY
● The fall of Rome in 476 A.D.is
considered as the end of ancient
times and start of medieval
history
● Education was completely religions
● Only wealthy people could study
● Only upper class women could study
but according to a limited course

4. THREE MAIN TYPES OF SCHOOL
Song Schools
Monastic Schools
Grammar School

5. Song Schools
Boys were taught sing
religious song and
sometimes reading and
writing

6. Monastic Schools
Boys were connect
their lives into
religion.

7. Grammar School
Established in the
territory of church or
cathedral were taught
boys basic subject

8. Most important subjects
 Latin language
 Grammar
 Rhetoric
 Logic
 Basic Math & Science
 Arthrology & Philosophy
Grammar School

9. Monasticism
Scholasticism
Chivalry
Guild System of
Education
Educational System

10. Monasticism
A special form of religious
community life
based on Jesus passage “be
perfect, therefore as your
heavenly Father is perfect”
Matthew 5:48
Greek word “monos” meaning alone

11. Notable people
St. Patrick
–founded
the First
Monasticism
in Ireland
between AD
432-461
St. Anthony
founder of
Christian
Monasticism
Father of
Monasticism
Monasticism

12. Monk and Nuns
Monasticism

13. Aims
Spiritual
Moral
Spiritual Knowledge
Virtue
Monasticism

14. Agencies of Education
MONASTERIES and MONASTIC
SCHOOLS were the only
agencies for education
aside from the Parish and
Cathedral Schools

15. Contents Studied
The Seven Liberal Art was THE
CURRICULUM
A. The Trivium ( three roads)
Grammar - language and literature
Dialectic-logic or reasoning
Rhetoric-law and composition

16. B. The Quadrivium-(four roads)
Geometry- geometry, geography, natural
history
Arithmetic- numbers & the study of the
calendar
Music-plain chant & harmony used in church
Astronomy– the heavenly bodies, chemistry
& physics
Contents Studied

17. 1. The Domestic Homes
- the strictest hermit lived alone,
in huts so placed that their inmates could
not see nor hear one another.
2. The Economics Structure
- by the vows of poverty, monks
promised not to possess anything as his
own or make use of it without the
permission from his superior.
Aspects of Social
Organizations

18. 3. The Political State
- monks lived the same type
of life; they did not constitute a
formal community and commit
themselves to obey their superior.
Aspects of Social
Organizations

19. Type of Education
Moral and Religious
Training- monks engaged
themselves in religious
contemplation, meditation
ascetism, and religious
and writing

20. Type of Education
 Literary Education
- copying manuscripts with
other monasteries, collecting
writing original manuscripts
concerning religion historical
events and other matters

21. Type of Education
 Manual Training
- monks are skilled artisans
in wood, leather and metal and
skilled agriculturist

22. Methods of Instruction
 Catechetical method- the question
and answer method was generally used
as the tool of teaching
 Dictation-heavily used due to
scarcity of books
 Memorization-the pupils had to
memorize what was dictated to them

23. Methods of Instruction
 Language- Latin was the
only language for learning
 Discipline- teachers used
the rod to punish erring
pupils

24. Methods of Instruction
 Meditation &
Contemplation/thoughtful
reflection
- the monks believed that
the deepest spiritual experience
could be gained only through
divine inspiration

25. Greatest Contributions to Education
1.Preserving and spreading
learning and culture by
Christians Monasteries
2.Opposing Vices and
Corruption
3.Taming Warlike Spirits
4.Giving Dignity on Labor

27. SCHOLASTICISM

28. Scholasticism
 was a general designation for
particular methods and tendencies
to rationalize the doctrines of
Christian Church
 The term “scholastic” is derived
from the Latin word”
scholasticus” and the Greek “
scholastikos” (meaning literally
“devoting one’s leisure to
learning”)

29. What is Scholasticism?
 Aristotle had used logic to try
prove the existence of God.
 The revised beliefs and logical
methods of discussion were termed
Scholasticism

30. St. Anselm of Canterbury
 Father of Scholasticism
 Most Outstanding Philosopher
 Ontogical Argument in the
existence of God

31. Aims of Education
 Intellectual Discipline
- By Rational Argument
 Faith by Reason
- By Faith

32. AGENCIES OF EDUCATION
 Parish School-children
with special talents
 Monastic and Cathedral
Schools- men who became
leaders of the church as
well as the state

33. AGENCIES OF EDUCATION
 Palace School- established
by Charlemagne for scions of
nobility to train
intelligent leaders
 University- started as an
association of teachers
chartered by the Pope of
Holy Roman Emperor

34. Methods of Education
1.Argumentative Method
a. Starting a Proposition, Thesis
or Questions
b. Setting dorm objectives to
proposition
c. Proving one side, and
d. Answering or disputing
objections in order

35. Methods of Education
2. Lecture, Repetition,
Disputation, and Examination
Methods- were also conducted
according to recognized
principles and formalities. In
disputation, students were
opposed against one another

36. Methods of Education
3. Aristotelian Logic
Three Elements of Syllogism
1. A major premise or larger
class (term)
2. A minor premise, or
smaller or middle term
3. A conclusion or specific
case

37. Law of Syllogism
Major Premises: All women are
sensitive(all
inclusive)
Minor Premises: Evita is a
women(Predicate is
subject of the
major premises)
Conclusion: Therefore, Evita
is sensitive.(Subject
is the subject of the
minor premise and the
predicate is the
predicate of the major

38. Law of Syllogism
Major Premises: All women are
sensitive(all
inclusive)
Minor Premises: Evita is a
women(Predicate is
subject of the
major premises)
Conclusion: Therefore, Evita
is sensitive.(Subject
is the subject of the
minor premise and the
predicate is the
predicate of the major

39. Methods of Education
4. Problem Method
- aimed at
formulating a conclusion in
some topics after many
possible answer were
evaluated

40. Greatest Contributions
to Education
Organization of
University
Emphasis on the
Intellectual Training

41. Thank you