This document summarizes key aspects of the Renaissance and Reformation periods in Europe. It describes how Humanism and the revival of classical antiquity began in Italy in the late 1300s and spread across Europe in the 1400s. Major factors that drove the Renaissance included developments in scholarship, the invention of the printing press, exploration, and issues with the Catholic church. The document outlines differences between Italian individualistic Humanism and Northern social Humanism. It also summarizes the Protestant Reformation led by Martin Luther in 1517 and key figures such as Philipp Melanchthon who advocated for widespread education reforms.

1. theRENAISSANCERea Fernandez-Teves reportsHumanismReformation

2. Revival of AntiquityRevival of Learning It began in Italy in early 1300’s and spread to England, Germany, Netherlands, Spain and other countries in the late 1400’s. Latin word renascere, meaning “rebirth”

3. What ended the Middle Ages?dianewinans, teaching history and english in texas for 40 years now

4. FACTORS THAT propelled RENAISSANCE: Scholasticism

5. Invention of the printing press

6. Findings of exploration and scientific discoveries

7. The degeneration of the church

8. The rise of free cities and rich middle class a quick view of the works of art

9. The commoners became more respectable. Thanks to:Printing PressGunpowderToilet

10. HUMANISMIs the most significant intellectual movement of the RenaissanceBlended concern for the history and actions of human beings with religious concerns.

11. Humanists–scholars and artists who studied literature and philosophy and believed these would help better understand the problems of humanity.

12. Understand and appreciate classical antiquity to learn how to conduct your lives.

13. Italian/individualistic humanismNorthern/social humanismStressed 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

14. Italian/Individualistic Humanism Northern/Social HumanismAIMS:Academic FreedomAbundant LivingLiberal EducationAIMS:Social reformReligious and moral Literacy LiteraryDemocratic

15. Italian/individualistic humanismNorthern/social humanismTYPES:Literary and aestheticPhysical education, social training in manners and deportment and moral educationTYPES:Religious, moral and social education

16. Italian/Individualistic HumanismNorthern/Social HumanismCONTENT:Varied curricula –classical art and literature, the world of emotions, nature, physical training, grammar, rhetoric, mathematics, music, dancingCONTENT:Curricula of classical and biblical literatureChurch catechismLittle study of physical education music and art

17. Italian/individualistic humanismNorthern/social humanismAGENCIES AND ORGANIZATIONS:ElementaryCourt schoolUniversitySchool of VittorinodaFeltre: reading, manners and graces, and loyalty to Christian principlesAGENCIES AND ORGANIZATIONS:Elementary schoolsSecondary schoolsUniversitiesSecondary and University open only to males

18. Italian/Individualistic HumanismNorthern/SocialHumanismMETHOD:Erasmus:Individualized instructionImportance of games and exerciseSocial relevanceRepetition and masteryMotivation, praise and rewards GentlenessMETHOD:Text replacing lecturesWritten themes displacing oral discourse

19. VittorinodaFeltre (1378 Feltre–1446 Mantua)Real name: VittorinoRamboldini, Italian humanist and teacherEducation: Philosophy, a degree of Arts in Latin Composition and Logic and Theology. As a student he supported himself by tutoring.

20. Set up La Giocosa (Pleasant House), a secular boarding schoolMethods: adapting the work of the individual to his needs and capacities

21. developing a balance between mental activity and physical activity

22. developing the power to think

23. the inclusion of play in the curriculaVittorinodaFeltre (1378 Feltre–1446 Mantua)

24. Desiderius Erasmus Roterodamus (October 28,1466 – July 12, 1536)known as Erasmus of Rotterdam, a Dutch Renaissance humanist , theologian and great writer

25. "Prince of the Humanists"

26. He prepared important new Latin and Greek editions of the 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 king. “Desiderius Erasmus Roterodamus (October 28,1466 – July 12, 1536)

27. Juan Luis Vives(6 March 1493 – 6 May 1540), Spanish scholar and humanist> urged the use of the vernacular, the broadening of the curricula and the education of womenRoger Ascham (1515 –1568) an English scholar and didactic writerHe acted as Princess Elizabeth's tutor in Greek and Latin> advocated double translation in teaching languageJohannes (or Jean) Sturm, (1507-1589), a German educator> stressed imitation and memorization, the use of the vernacular in the lower grade, and careful grading of instruction

28. Outstanding contributions to educationItalian humanismNorthern humanismEstablishment of secondary schools

29. Modern academic freedom

30. Renewed interest in the study of Roman and Greek classics

31. Use of texts

32. Written themes

33. Emphasis on social educationREFORMATIONA religious movement of the 1500’s that led to Protestantism.

34. Martin Luther (10 November 1483 – 18 February 1546) was a German priest and professor of theology who initiated the Protestant Reformation in 1517.

35. 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.

36. Luther's greatest achievement was the German Bible. "As soon as the coin in the coffer rings, the soul from purgatory springs.“- Johann Tetzel SALE OF INDULGENCE

37. at the diet of worms

38. REFORMATIONAIMSReligious Moralism- living a worthy life on earth will guarantee a glorious life hereafter

39. Protestant Ethic - industry, thrifty living, careful management of material things

40. Literacy PromotionEducation must provide adequate training in the duties of the home, occupation, church and state.

41. ContentStudy of the Bible

42. Character education/the protestant work ethic: value of work over play

43. Singing, physical education, vocational training

44. Secondary schools and universities: history, mathematics, natural science, music and gymnastics, later scholastic theology

45. Jurisprudence, literature and culture became importantAgencies and OrganizationHome was the basic educational agency.

46. 3 types of Protestant school system: The Common Vernacular School The Classical Secondary School The UniversityCivil Authorities

47. The Church MethodsCiceronianism

48. Memorization

49. Excessive formalism

50. Religious indoctrinationReal Name: Philipp SchwartzerdtGerman Theologian“Teacher of Germany”His survey became the basis of the Saxony Plan (establishment of a state-controlled-and-supported secondary schools in every town) "I ask not to live happily but righteously and Christ-like." Philipp Melanchthon (1497-1560)

51. OUTSTANDING CONTRIBUTIONS OF REFORMATIONSaxony PlanThe Vernacular Elementary SchoolThe Class-a-Year Plan

52. DAS ENDE