The document discusses the evolution of education during the Renaissance period. It describes two main approaches: Italian Humanism which stressed personal development through classical literature and Northern Humanism which focused on social and religious reform. Key figures like Vittorino da Feltre and Desiderius Erasmus advocated for principles of individualized instruction, balancing academic and physical activities, and using praise to motivate students. The Renaissance marked a shift towards a more student-centered education and greater emphasis on social and moral aims of schooling.

1. Modern Conceptions of Education
Education for the rich and full life
Italian or Individualistic Humanism
The Renaissance Education

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Stressed personal culture,
individual freedom, and
development as the best way
toward full and rich lives

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Aims
 Academic freedom
 Abundant Living
 Liberal education
 to secure rich and full life for each individual through contacts either
the ancient
 Development of a liberal man who would be able to appreciate the
past as well as enjoy the present

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Types
 Literary
 Aesthetic
 Aristocratic
 Practical
 Social
 Moral
 Religious

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Agency
 Elementary
 Court schools
 Secondary schools
 Grammar schools
 University
 School of Vittorino da Feltre

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Organizations
 BOYS attend school
 GIRLS study at home under tutors
 In some cases, when a woman received an education, it was said
that it was for the benefit of a MAN

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Contents
 3 worlds:
o World of the past,
o subjective world of emotion
o World of grammar, rhetoric and mathematics
 Biblical Literature
 Nature
 Physical training
 Music
 Dancing

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Methods
 Text study to replace lectures
 Written themes replaced oral disposition
 Self-activity
 Self-expression
 Double translation

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Effects
 Classical learning was revived.
 Education was very aristocratic.
 Served as foundation of modern academic freedom.

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Proponents
Vittorino da Feltre
Humanist and Teacher
Education:
Philosophy
A degree in Arts, Latin Composition
And Logic and Theology
As a student, He supported himself by tutoring

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School of Vittorino da Feltre
 Reading
 Manners
 Graces
 Loyalty to Christian principles

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Methods of Education
 Adapting the work of the individual to his needs and capacities
 Developing a balance between mental activity and physical activity
 Developing the power to think
 The inclusion of play in the curricula

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14. Modern Conceptions of Education
Education for the rich and full life
Northern or Social Humanism
The Renaissance Education

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Stressed manual and social reform
as the best means for providing
rich and free live for the masses as
well as for the elite

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Aims
 Social reform
 Religious
 Moral
 Literacy
 Literary
 Democracy
 Rich and full life for the society as a whole

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Types
 Religious
 Moral
 Social education

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Agency
 Court schools
 Elementary
 Secondary schools
 Universities

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Organizations
 Secondary and University open only to MALES

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Contents
 Classical literature
 Biblical literature
 Church catechism
 Little study of physical education, music, and art

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Methods
 Individualized instruction
 Importance of Games and Exercise
 Social relevance
 Repetition and Mastery
 Motivation, praise, and Rewards
 Gentleness

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Effects
 Religious Revolution

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Proponents
Desidirius Erasmus
Prince of Humanists
Most influential Christian Humanist
A Dutch humanist, theologian, and
a writer
He prepared important New Latin and
Greek editions of the New Testament

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Methods of Education
 Individualized instructions
 Importance of Games and Exercise
 Social Relevance
 Repetition and Mastery
 Motivation, Praise, and Rewards
 Gentleness, not Punishments

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o “Prevention is better
than cure”
o “Time takes away
the grief of men”
o “In the Kingdom of the Blind,
the one-eyed man is King”
Desidirius Erasmus

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Proponents
Sir Thomas More
Humanist and Social Philosopher
Was introducing humanism to England
The writer of Utopia where an imaginary
island near where Columbus had recently
encountered the New World.
The first of many western thinkers to
suggest the concept of a perfectly equal society

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More believed that it was society's
institutions that corrupted people.
If you could create better societal
institutions, you could create
a better society.
Ironically, the title of More's
perfect society, Utopia,
literally means "nowhere."

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Synthesis
 Education became person-oriented in approach.
 The development of the mind, body and moral was enhanced.
 The principal of freedom of thought and creativity became the basis
of education.
 Learning starts from concrete to abstract.
 The natural interests and the characteristics of the learners were
considered.
 Education emphasized the process of learning and not on the things
learned.
 The principles of human growth and development were considered
for teaching and learning effects.

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Synthesis
 Education became an agency for citizenship involvement for
national development and progress.
 More sciences were included in the curriculum.
 To determine the suitability and effectiveness of the curriculum
materials, systematic, and objective analysis was done.
 Learning objectives and subject matter were scientifically
determined.
 Learners were trained to make intelligent choices by finding all
available facts and the reasoning power to solve life problems.
 Citizens were provided education for personal adjustment and social
reconstruction.

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Contributions to Education
Italian Northern
Establishment of
Secondary Schools
Modern Academic
Freedom
Renewed interest in the
study of Greek and Roman
Classics
Use of texts, Written
Themes
Emphasis on Social
Education
Emphasis on Christianity,
Education, and Reform

32. Foundations of Education
Presented by:
Talaboc, Clarice Anne D.
II-6 AB/BSE Literature
The renaissance Education
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