CHAPTER 5

THE MEDIEVAL CONCEPT OF THE MEDIEVAL CONCEPT OF SPIRITUAL, INTELLECTUAL, SPIRITUAL, INTELLECTUAL, POLITICAL, AND ECONOMIC POLITICAL, AND ECONOMIC

EDUCATIONEDUCATION

•MONASTICISM•SCHOLASTICISM•CHIVALRY•THE GULID SYSTEM OF EDUCATION

MONASTICISM AND RELIGIOUS DISCIPLINE

Notable People:

* St. Patrick – founded the first Monasticism in Ireland between AD 432 and 461

* St. Anthony – founder of Christian monasticism (Father of Monasticism)

Monasticism

- a special form of religious community life- people separate themselves from ordinary ways of living- based on Jesus’ passage "be perfect, therefore, as your heavenly Father is perfect" Matthew 5:48

Etymology: from the Greek word “monos” meaning alone. It is sometimes called “monaschism” literally means “dwelling alone”.

men who adopt a monastic life are called monks while women are called nuns and live in a convent

The three evangelical counsels or state of perfection:

• poverty (perfect charity)• chastity • obedience

Medieval monastic life consisted of prayer, reading, and manual labor.

Aims of Monastic EducationAims of Monastic Education

• Spiritual - to save individual souls

• Moral - to attain the ideals of poverty, chastity, and obedience

• Spiritual Knowledge - to attain the highest spiritual knowledge and to achieve spiritual perfection

• Virtue - world renunciation

Agencies of Education

* Monasteries

The Monastery of Saint Anthony in Egypt, built over his tomb

Saint Catherine's Monastery - one of the oldest working Christian monasteries in the world

* monastic schools - under Charlemagne in the 18th and 19th centuries

- the seven liberal arts was its curriculum - the seven liberal arts was its curriculum

a. a. The Trivium The Trivium (tres viae, three roads)(tres viae, three roads) * Grammar – languages and literature * Grammar – languages and literature * Dialectic – logic or right reasoning * Dialectic – logic or right reasoning * Rhetoric – law and composition * Rhetoric – law and composition

b. b. The Quadrivium The Quadrivium (quattor viae, four roads)(quattor viae, four roads) * Geometry – geometry, geography, and natural * Geometry – geometry, geography, and natural history history

* Arithmetic – numbers and the study of the * Arithmetic – numbers and the study of the calendar calendar

* Music – plain chant and harmony used in church * Music – plain chant and harmony used in church * Astronomy – the heavenly bodies, chemistry and * Astronomy – the heavenly bodies, chemistry and

physics physics

Types of Types of EducationEducation

• Moral and Religious Training • Literary Education• Manual Training

Three Aspects of Social Organizations

Monasticism renounced completely the three aspects of social organizations:

• The Domestic Home • The Economic Structure • The Political State

Methods of InstructionsMethods of Instructions

• Catechetical Method• Dictation • Memorization• Language • Discipline • Meditation and Contemplation/ Thoughtful Reflection

Outstanding Contributions to EducationOutstanding Contributions to Education

• Preserving and spreading learning and culture by the Christian Monasteries

• The monasteries opposed the vices and corruption of the medieval world.

• They were an influence in taming the warlike spirits and refining the rustic customs of the Teutonic people.

• Dignity of Labor

Scholasticism was a general designation for the particular methods and tendencies to rationalize the doctrines of Christian Church.

WHAT IS SCHOLASTICISM?

Aristotle had used logic to try to prove the existence of God.

-the revised beliefs and logical methods of discussion were termed scholasticism.

- Father of Scholasticism

MAJOR SCHOLASTICS OF 12TH CENTURY

MAJOR SCHOLASTICS OF 12TH CENTURY

AIMS OF EDUCATION

Intellectual Discipline - by rational argument Faith by Reason - by reason

“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.”

AGENCIES OF EDUCATION

Parish Schools

MONASTIC AND CATHEDRAL

Palace School

University

THE BIRTH OF UNIVERSITY

Scholastic Realists Conceptualists

VARIOUS KINDS OF SCHOLARLY TREATISES Disputed Questions Disputed Questions on Truth Summae

Methods of Instructions

Argumentative Method 1. Starting a proposition, thesis, or questions; 2. Setting down objections to the proposition: 3. Proving one side, and 4. Answering or disputing objections in order. Lecture, Repetition, Disputation, and Examination Methods Aristotelian Logic Problem Method

THE ARISTOTELIAN LOGIC

1. a MAJOR PREMISE 2. a MINOR PREMISE3. Conclusions

Other requisites1.The subject must ALL INCLUSIVE2. The predicate must be the subject of the MAJOR PREMISE

•Organization of the University•Emphasis on the Intellectual Training

All men are mortalAll Greeks are men>All Greeks are mortal

-The general term to describe the political and military system of Western Europe.

-no central government- little security -fulfilled the basic need for justice and protection

-has a system of land tenure on allegiance and service to the nobleman or lord.

- Owned the land, called a fief, let it out to a subordinate who called a vassal.

Two careers for the son of noblemen:

• Clergy-If they decided in favor of the church, they pursed an education that was religious and academic in nature.

-an education that was physical, social, military, in nature.-more appeal than the church

• Chivalry

Chivalry- comes from the Old French word chevalerie, meaning horse soldiery.- The term came to mean the code of behavior and ethics that knights were expected to follow.

Aims of Chivalric Education•Morality-to inculcate in the minds of the

young nobles the virtues of honor, bravery, courtesy etc.

• Responsibility-to get the young nobles to assume

their responsibilities, how to manage their own estates, and how to deal with the lower class of people.

• Horsemanship-to train the young nobles in

horseback warfare, hunting, and tournaments.

•Gallantry-to train the young nobles how to

deal gallantry with the ladies of the nobility and to protect the weak.

•Religiosity-t train the young nobles to be

devoted to the service of God.

•Social Graces-to train the young girls in the

social graces and manner fit for the ladies.

Agencies of Education and Content Studied•Home -was for the young boys and girls.

•Court-the court was for the girl

•The Castle- these were for the boys

•Troubadours, Minnesingers, and Minstrel -using the vernacular, they sang about the noble deeds of heroes, beautiful ladies, brilliant deeds of knights and lords. They spread news, gave warnings about impending dangers, brought messages from allies and friends.Troubadours propagated learning through their songs.

The following are the contents studied by the pupils:

•Religion, music, dancing, especially for girls•Horse riding for warfare, hunting, and tournaments•Physical exercises•Reading, writing, literature in vernacular•Good manners, right conduct, social graces & etiquette•Household duties such as sewing, weaving, cooking, and embroidery for girls•At higher level: the curriculum consisted of the Seven Free Arts:

•Jousting•Falconing•Swimming•Horsemanship•Boxing•Writing and singing verse•Chess

The pupil did not pay any fees because he served his master like a valet

Jousting

- Generic term in the Middle Ages to refer to many kinds of martial games.(contact sport)

Falconing

•Hunting in the Middle Ages•Were enjoyed by the nobles of the time.•Also called as “sport of kings”

Methods of InstructionObservation, Imitation and Practice

The young noble observed, imitated, and practiced what was to be learned. Training was individual.

ApprenticeshipA young noble was assigned to a lord to learn all were to be learned.

MotivationThese were done by means of high social ideals, social standards, and social approval.

Training Preparation for Knighthood

Knighthood grew up as part of the feudal system-became less important in warfare by the 1400s because of the changing military tactics and the introduction of gunpowder

In Middle Ages, a young boy in training to be a knight spent the first years of his life in the:

Care of the women of his familyLearned to a ride a pony and care for horses

THE PAGE At 7 (left home and assigned to a female teacher) Joined the household of another knight or a noblemanLearned to handle small weaponsLearned the code of courtesy and behavior expected of night

THE SQUIRE At 14 (assigned to a knight) Acted as valet (a personal servant to the knight who was his master) Set the table and served meals Keeping the knight’s weapon in good condition Caring for his horses Helping him with his armor Attending to his injuries Guarding his prisoners Rode with his master into a battle and took part in the fight

THE KNIGHT At 21, any knight could bestow knighthood on

another Some men were knighted on the battlefield if they had

shown great bravery The knight received his sword and another weapons

from his master or king, or from members of the king’s court

This ceremony was solemn and memorable The prospective knight too a bath of purification,

dressed in white Spent an entire night in meditation and prayer The squire knelt before the parrain, or the man who

was knighting him. The parrain struck the squire on the back of the neck with the palm of his hand. Later a tap with a sword replaced the blow with the hand. This tap (a ceremony) was called the accolade from the French word col, meaning neck. “I dub you knight.” Those words completed the ceremony in which a squire became knight

The Decline of FeudalismBy the 1200’s, several events in Europe led to

the decline of feudalism.

An economic revival put more money back into use because soldiers could be paid. Fewer lords relied on vassals to provide services for knights The invention of gunpowder and of such weapons as the longbow and the cannon lessened the dominance of knights Foot soldiers from the Flemish cities defeated French knights at the battle of Courtrai in 1302 Stone castles occupied by feudal lords could no longer stand against cannon Cities grew wealthier and became more important and rulers have less need of the aristocracyPeople trained in the government service took over the functions that vassals had performed on their fiefs

Outstanding Contribution to Education

Use of vernacular as a tool of teaching The emphasis placed on the learning of social graces, rules of etiquette or good manners and right conduct

- Guilds were associations of people who had common interest, or who engaged in the same work.-People performed charitable, religious, and social guilds

Religious guilds – paid money into a common fund.

Alms – a relief that was given to members who needed help because of sickness or old age

Mass – guilds arranged to be offered for members who died.

The religious guilds were suppressed in England in the 1500’s. These guilds are known as merchant guilds and craft guilds.

Merchant Guilds

-Known as Hansen-Primarily a commercial organization-Members were independent of one another-Each guild made regulations for its own members and varies from town to town-Imposed a toll (tax) on the transactions of merchants from other towns-Took part in the religious and social life of the town-Members paid subscriptions-Punished members who were fond guilty of misconduct

Craft Guild

-some large towns had as many of as 20 or 30 craft guilds-Guilds in the manufacturing crafts included those of:Bowyers(makers of bows)Fletchers(makers of arrows)Girdles(makers of girdlesHattersSkinnersWeavers

Traders such as :DrapersFishmongersIronmongersMercers (dealers of text tiles)-also had their own guilds

A person could become a member of a guild in one of three ways:1.Patrimony(succeeding parent)2.Redemption(buying membership3. Apprenticeship(serving a term of training in a craft

From Apprentice to Master: As Apprentice

As Journeymen

• The Masterpiece

As Master

• Guilds

As Master

• Corpus Cristi

• Liveries and Liverymen

Decline of the Guild System Decline of the Guild System

* Growth of Capitalistic Industry * Growth of Capitalistic Industry * Struggle of Producing Guilds * Struggle of Producing Guilds * Change to the Domestic System * Change to the Domestic System * Strict Control on Trade * Strict Control on Trade

Aims of Education Aims of Education

* Business Interest and Preparation for * Business Interest and Preparation for Commercial and Industrial Life Commercial and Industrial Life * Vocational Preparation* Vocational Preparation

Agencies of Education and Contents Agencies of Education and Contents StudiedStudied

> The burgher school > The burgher school > The chantry school > The chantry school > The guild school > The guild school

Methods of Instructions Methods of Instructions

> Observations, imitation, and practice > Observations, imitation, and practice > Dictation, memorization, and catechetical > Dictation, memorization, and catechetical methods methods > Discipline > Discipline

Outstanding Contribution to Outstanding Contribution to EducationEducation

> Vocational Training or manpower > Vocational Training or manpower development development

> Apprenticeship > Apprenticeship