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Education During the
Medieval Times
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THE CHRISTIAN ERA
The Early Middle Ages was a period
of widespread missionary activity
Monasteries serve as havens for
those who seek a contemplative life,
as repositories of learning for scholars
and often as progressive farming
centers
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One of the great contributions of the
monasteries was the preservation of the learningof the classical world and that of the church.
Seeing that the ability to read Greek was quickly
disappearing, the sixth-century Roman scholarBoethius, an administrator under the Ostrogothic
king Theodoric, determined to preserve Greek
learning by translating all of Plato and Aristotle
into Latin. Only Aristotle's treatises on logic were
translated, and these remained the sole works of
that philosopher available in the West until the
twelfth century.
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IN all this medieval assimilation, it was butnatural that the Church should stand as the chief
guide and schoolmaster of the Germanic hosts.
Christianity had become the authoritativereligion of the Roman world, and, through thecomplete organization of the Church with the
Bishop of Rome as its head, its powerbecame practically unlimited.
While Christian culture and education had beengreatly influenced by Greco-Roman learning, the
Church had become very suspicious of thistraining, and in 529, by the decree of Justinian,had succeeded in having the pagan schoolsclosed, leaving Christian education without arival.
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Cassiodorus, a contemporary of Boethius who
had also served Theodoric, devoted most of his
life to the collection and preservation of classical
knowledge.
By encouraging the monks to copy valuable
manuscripts, he was instrumental in making the
monasteries centers of learning. Following hisexample, many monasteries established
scriptoria, departments concerned exclusively
with copying manuscripts.
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During the early Middle Ages most education
took place in the monasteries.
In the late sixth and seventh centuries, when theeffects of the barbarian invasions were still being
felt on the Continent, Irish monasteries provided
a safe haven for learning. There men studied
Greek and Latin, copied and preservedmanuscripts, and in illuminating them produced
masterpieces of art.
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The medieval church became the
guide, especially through
its monastic schools.
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MONASTICISM
Monasticism resulted in a time of moraldecay from the desire of some within theChurch for a deeper religious life.
By the third century Roman society hadbecome most corrupt, All hope of self-government had gone, class wasarrayed against class, and theprivileged orders revelled in luxury anddepravity.
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Monasticism is one of the most
fundamental institutions of Buddhism.
Monks and nuns are responsible for
preserving and spreading Buddhist
teachings, as well as educating and
guiding Buddhist lay followers.
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During the 1,000 years since the mid-8thcentury, when the Samye Monastery in
Shannan created its Excellent Buddhist
Doctrine School, Buddhism gradually
established its ruling position in Tibet andall monasteries made efforts to expand
monastic education by encouraging
disciples to follow Buddhism and spread
Buddhist scripture. In this way, a monasticeducation system was set up.
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Tibetan Buddhism ruled all thinking.
"Outside the monastery, there was no
school. There was no education
except for Buddhist studies, and there
was no teachers except lama
teachers."
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Students of the monastery schools,
mainly monks, majored in Buddhist
scriptures, but also gained some
knowledge of Tibetan language,
handwriting, literature and art,
philosophy logic, astronomical
Calendar and medicine.
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Monastic education, as a form of
spreading knowledge, had nurtured
some intellectuals, created numerous
historic books, and made some
achievements in architecture,
sculpture, painting, astronomical
calendar and medicine and publichealth.
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Monastic culture spread beliefs concerning
"reincarnation and transmigration," andpreached on the entry into the "heavenly
kingdom" which is "the extremely happy
world after death" to solace those living in
harsh conditions. The ideology convincedpeople they should seek to escape from
suffering in the next life. This impeded the
progress of their society and the
development of science and technology.
As a result, Tibetan lagged far behind other
nationalities in China.
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Monastic institutions and missions
became vehicles for the spread of
literacy and culture throughout the
ancient world and held an important
place in promoting charitable causes,
building libraries, hospitals, schools,
and universities.
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SCHOLASTICISM
Scholasticism is a method of critical
thought which dominated teaching by
the academics (scholastics, orschoolmen)
of medieval universities in Europe fromabout 11001500, and a program of
employing that method in articulating and
defending orthodoxy in an increasingly
pluralistic context. It originated as anoutgrowth of, and a departure from,
Christian monastic schools.
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The terms "scholastic" and
"scholasticism" were derived from
the Latin word scholasticus which
means "that [which] belongs to the
school." The "scholastics" were,
roughly, "schoolmen."
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Scholasticism places a strong
emphasis on dialectical
reasoning (critical thinking about
problems and evaluating conflicting
viewpoints) to extend knowledge
by inference, and to
resolve contradictions.
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Early Scholasticism
The first significant renewal of
learning in the West came with
the Carolingian Renaissance of
the Early Middle Ages.
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Charlemagne, advised by Peter ofPisa andAlcuin of York, attracted the
scholars of England and Ireland, and
by decree in AD
787 establishedschools in every abbey in his empire.
These schools, from which the
name scholasticism is derived,
became centers of medieval learning.
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Johannes Scotus Eriugena, one of
the founders of scholasticism, was the
most significant Irish intellectual of the
early monastic period, and an
outstanding philosopher in terms oforiginality. He had considerable
familiarity with the Greek language,
and translated many works into Latin,
affording access to the Cappadocian
Fathers and the Greek theological
tradition.
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The other three founders of
scholasticism were the 11th century
scholars Peter Abelard,Archbishop Lanfranc of Canterbury and
ArchbishopAnselm of
Canterbury. Anselm is sometimesmisleadingly called the "Father of
scholasticism," owing to the prominence
accorded to reason in his theology.
Rather than establish a position byappeal to authority, he used argument to
demonstrate why what he believed on
authority must be so.
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The universities developed in the
large cities of Europe during this
period, and rival clerical orders within
the church began to battle for political
and intellectual control over these
centers of educational life. The two
main orders founded in this periodwere the Franciscans and
the Dominicans.
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The Franciscans were founded
by Francis of Assisi in 1209. Their
leader in the middle of the century
was Bonaventure, a traditionalist who
supposed that reason can only
discover truth when philosophy is
illuminated by religious faith.
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The Dominican order, a teaching
order founded by St Dominic in 1215,
to propagate and defend Christian
doctrine, placed more emphasis on
the use of reason.
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Medieval Universities
Medieval university is an institution
of higher learning which was
established during High Middle
Ages period.
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These were the product of what
was highest and best in the Middle Ages,
and their growth is necessarily bound upwith all the history and contributions of the
times. The development of universities is
intimately connected with that of the
Empire, the Church and papacy, the olderschools, and many other institutions of
medieval days. They arose from the old
cathedral and monastic schools; and were
brought into prominence through thebroadening influences of the later Middle
Ages.
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The first institutions generally
considered to be universities were
established in Italy, France,
and England in the late 11th and the
12th centuries for the study
of arts, law, medicine, and theology.
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"The word universitas originally applied only to
the scholastic guild (or guilds)that is, the
corporation of students and masterswithinthe studium, and it was always modified,
as universitas magistrorum, oruniversitas
scholarium, oruniversitas magistrorum et
scholarium. In the course of time, however,probably toward the latter part of the 14th
century, the term began to be used by itself, with
the exclusive meaning of a self-regulating
community of teachers and scholars whose
corporate existence had been recognized and
sanctioned by civil or ecclesiastical authority
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Initially medieval universities did nothave a campus. Classes were taught
wherever space was available, such
as churches and homes. A university
was not a physical space but a
collection of individuals banded
together as an universitas. Soon,
however, some universities began tobuy or rent rooms specifically for the
purposes of teaching.
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CHIVALRY
The serious business of thefeudal noble was fighting, andto prepare him for this, mock
battles were engagedin, which eventuallydegenerated into a pastimeand pageant.
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Chivalric ethics originated chiefly in
France and Spain and spread rapidly
to the rest of the Continent and to
England. They represented a fusion
of Christian and military concepts of
morality and still form the basis of
gentlemanly conduct.
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Noble youths became pages in the
castles of other nobles at the age of7; at 14 they trained as squires in the
service of knights, learning
horsemanship and military
techniques, and were themselvesknighted, usually at 21.
The chief chivalric virtues were piety,
honor, valor, courtesy, chastity, andloyalty.
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Chivalrydeals almost entirely with theknight and his ideal behavior. Whilechivalry differed somewhat in differentplaces and from time to time, it may in
general divided into two periods. Chivalrybefore the middle of the twelfth centurymay be considered that of the heroicage,during which the ideal knight wasextraordinarily strong and brave, and was
devoted to God, his country, and king, andthat afterward an 'age of courtesy.'
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The Rise of theMiddle Class
In the past, historians have argued that anindustrious middle-class made greatfortunes in the early days of the industrialrevolution and converted economic
success into political power in the 1832Reform Act.
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Through education reform, schemes ofcivic improvement and the growth of themarket, the Victorian middle class saw
themselves as facilitating equality ofopportunity by enabling the workingclasses to realise their abilities.
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The Victorian middle-class is largelyassociated with the growth of cities and theexpansion of the economy. The term wasused from around the mid-eighteenth
century to describe those people below thearistocracy but above the workers.
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Samuel Smiles, in his best seller Self Help
published in 1859, argued, along with
others of his time, that individuals wereresponsible for their own future: men had
the same characteristics and potentialities
that could be maximised through hard
work, perseverance, thrift, prudence andself-reliance. These ideas emphasised
individuals rather than classes, morals
rather than economic realities, and talked
of the deserving and undeserving, the
rough and the respectable, thus reducing
persistent inequalities to moral rather than
economic causes.
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Middle-class values were carved out
in the attempts to define a society
based on merit rather than aristocratic
privilege.
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The success of the middle-classes in the
Victorian period can be seen in their ability
to universalise a set of principles based on
individuality and progress. In moving froma society based on rank and privilege to
one based on free exchange, the very idea
that an individual, through hard work, thrift
and self reliance, could achieve social andeconomic success provided an equalising
principle.
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THANK YOU!! =)