english 12-philosophical foundaition of education in the medieval period

1. Philosophical Movements
Of Education During The
Medieval Period
(Christian Education, Monasticism, Scholasticism)

2. Christian
Education
Roles of Christianity in
Medieval Society
01
TABLE OF CONTENTS
Scholasticism
02
03
Monasticism
How Monasticism
impacted medieval
education.
How Scholastics tried to
reconcile Christian belief
with Aristotlelian
Philosophy.

3. • 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.

4. • 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. ◦
• An important development in the Medieval period was
the establishment of the first universities with
professional full- time scholars. It should also be noted
that there was also a strong resurgence in Islamic and
Jewish philosophy at this time.

5. Christian Education
01.
Roles of Christianity in Medieval Society

6. ● During this era,
Christianity arose.
● Roman Catholic
Church was the
“Center of Education
and Literacy”.
Early Christian Education

7. ● The first Emperor who
converted to Christian.
● Recognized Christianity
as the Official State
Religion.
● The Roman Catholic
church rose to power.
Constantine I

8. . Hierarchy of Roman Catholic Church

9. Aim of Early Christian Education
● The primary aim
of Early Christian
Education was
the Moral
regeneration of
the Individual.

10. Types of Early Christian Education
● The types of Early Christian
Education are Moral and
Religious training.
● Moral Training teaches us
the values and virtues in life.
● Religious Training teaches
us all about Christianity.

11. Contents of Early Christian Education
● Basic elements of the
Church Doctrine, Church
Rituals and Moral
virtues of Christ are the
contents of Early
Christian Education.

12. Agencies and Organization
Christian Homes was second only to the church as the
agency of Early Christian Education.
1. CATECHUMENAL SCHOOLS
were organized for the instruction of
those who desired to become members
of the church but lacked the requisite
knowledge of church doctrine.
CATECHUMENS are the probationers
who receive the instruction in religious
discipline, moral values and doctrine.

13. Agencies and Organization
Christian Homes was second only to the church as the
agency of Early Christian Education.
2. CATECHETICAL SCHOOLS
The school were called
Catechetical because they
used the catechetical or
question and answer method.

14. Agencies and Organization
Christian Homes was second only to the church as the
agency of Early Christian Education.
3. CATHEDRAL SCHOOLS
were organized. They
remained as higher
schools of Christian
Learning.

15. Methods Used
● Impromptu exposition
● Exhortation method
● Example method
● Catechetical method
● Rote recitation.

16. MONASTICISM
02.
How Monasticism impacted medieval education.

17. Definition
● Derived from the Greek Word “monos” or ALONE
Sometimes “monachism”
● DWELLING ALONE -is a special form of religious
community life. People who practice
monasticism separate themselves from ordinary
ways of living so they can follow the teachings of
their religion as completely as possible.
● Men are called MONKS; women are called NUNS

18. Aims
● 1. Spiritual - The aim of monastic
education is the salvation of individual
souls, a kind of moral and physical
discipline based on bodily mortification
and worldly renunciation for the sake of
moral improvement.

19. Aims
2. Moral - to attain the ideals of chastity,
they gave up family relationship, instead,
adopted spiritual and religious relationship.
-attain the ideals of poverty, they renounced
property, all inheritance devoted to charity.
- to attain the ideals of obedience they
renounced all self-power but obeying the
brothers and the will of God.

20. Aims
3. Spiritual Knowledge - Attain
the highest spiritual knowledge
and the purest spiritual
satisfaction through meditation,
contemplation, inspiration, and
asceticism.

21. Aims
4. VIRTUE - Fasting, very little sleep,
wearing coarse clothing, and assuming
painful bodily postures measured the
virtue of the monk. World renunciation
meant dying all claim of social and
human institutions.

22. Agencies of Education and
Contents Studied
● Monasteries and Monastic schools were
the only agencies for education aside from
the parish and cathedral schools.
● Seven Liberal Arts was THE CURRICULUM
of the monastic school.

24. Types of Education
1.Moral and religious training - monks engaged
themselves in religious contemplation, meditation,
asceticism, and religious reading and writing.
2. Literacy Education - copying manuscripts with other
monasteries, collecting manuscripts in libraries, and
writing original manuscripts concerning religion,
historical events, and other matters.
3.Manual Training - monks are skilled artisans in
wood, leather, and metal, and skilled agriculturist.

25. Aspects of Social Organizations
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.
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.

26. Methods of Instructions
1. Catechetical Method - the question-and-
answer method was generally used as the tool of
teaching in monastic schools.
2. Dictation - heavily used due to scarcity of
books.
3. Memorization - pupils had to memorize what
was dictated to them.

27. Methods of Instructions
4. Language - Latin was the only language for
learning.
5. Discipline - discipline was severe. Teacher used
the rod to punish erring pupils.
6. Meditation and Contemplation/ Thoughtful
Reflection - the monks believed that the deepest
spiritual experience could be gained only through
divine inspiration.

28. Contribution To Education
1. Preserving and spreading learning and
culture by the Christian Monasteries.
2.The monasteries opposed the vices and
corruption of the medieval world.
3. The Teutonic people's rustic customs
were refined and the warlike spirits were
controlled by them.
4.Dignity of Labor.

29. Goals of Education
o The salvation of individual souls, a
kind of moral and physical
discipline.
o Attain the highest spiritual
knowledge and the purest spiritual
satisfaction

30. Role of the Teacher
1. Engage the students in moral
and religious training
2. Give literacy education
3. Provide manual training
4. Incorporate corporal discipline

31. View on the Learner
A learner must separate
himself/herself from ordinary
ways of living so they can
follow the teachings.

32. SCHOLASTICISM
03.
How Scholastics tried to reconcile Christian belief with Aristotlelian Philosophy.

33. Scholasticism
● Scholasticism was a general designation for
the particular methods and tendencies to
rationalize the doctrines of Christian Church.
● Aristotle had used logic to try to prove the
existence of God. - the revised beliefs and
logical methods of discussion were termed
scholasticism.

34. Aims of Education
● Intellectual Discipline - by
rational argument
● Faith by Reason - by reason

35. 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.”

36. Agencies of Education
● Parish Schools
● Monastic and Cathedral
● Education Palace School
● University

37. 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.

38. Methods of Instructions
● Lecture, Repetition, Disputation,
and Examination Methods
● Aristotelian Logic
● Problem Method

39. THANK
YOU

40. References