EDUCATION IN THE 16TH CENTURY

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Development 1. Middle Ages 1.1 Overview

People in the Middle Ages lived on a manor, which consisted of the castle, the church, the village, and the surrounding farm land. These manors were isolated, with
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church, the village, and the surrounding farm land. These manors were isolated, with occasional visits from peddlers, pilgrims on their way to the Crusades, or soldiers from other fiefdoms. In this "feudal" system, the king awarded land grants or "fiefs" to his most important nobles, his barons, and his bishops, in return for their contribution of soldiers for the king's armies. At the lowest echelon of society were the peasants, also called "serfs" or "villains." In exchange for living and working on his land, known as the "demesne," the lord offered his peasants protection. Peasants worked the land and produced the goods that the lord and his manor needed. This exchange was not without hardship for the serfs. They were heavily taxed and were required to relinquish much of what they harvested. Nobles divided their land among the lesser nobility, who became their servants or "vassals." Many of these vassals became so powerful that the kings had difficulty controlling them. By 1100, certain barons had castles and courts that rivalled the king's; they could be serious threats if they were not pleased in their dealings with the crown.

1.2 Education 1.2.1 Objectives

During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft

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guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible
Scholasticism, philosophic and theological movement that attempted to use natural

human reason, in particular, the philosophy and science of Aristotle, to understand the supernatural content of Christian revelation. It was dominant in the medieval Christian schools and universities of Europe from about the middle of the 11th century to about the middle of the 15th century. The ultimate ideal of the movement was to integrate into an ordered system both the natural wisdom of Greece and Rome and the religious wisdom of Christianity.

Formal education was unusual in the Middle Ages, although by the fifteenth century there were schooling options to prepare a child for his future. Some cities such as London had schools that children of both genders attended during the day. Here they learned to read and write a skill that became a prerequisite for acceptance as an apprentice in many Guilds.

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A small percentage of peasant children managed to attend school in order to learn how to read and write and understand basic math; this usually took place at a monastery. For this education, their parents had to pay the lord a fine.

Noble girls, and on occasion boys were sometimes sent to live in nunneries in order to receive basic schooling. Nuns would teach them to read (and possibly to write) and make sure they knew their prayers. Girls were very likely taught spinning and needlework and other domestic skills to prepare them for marriage. Occasionally such students would become nuns themselves.

If a child was to become a serious scholar, his path usually lay in the monastic life, an option that was rarely open to or sought by the average townsman or peasant. Only those boys with the most notable acumen were chosen from these ranks; they were then raised by the monks. Children at monasteries were most often younger sons of noble families, who were known to "give their children to the church" in the early Middle Ages.
1.2.2 Curriculum contents

The medieval course of study was divided into the elementary trivium and the more advanced quadrivium. The trivium comprised grammar, which included the study of literature; dialectic or logic; and rhetoric, which also covered the study of law. Completion of the trivium entitled the student to a bachelor's degree. The quadrivium comprised arithmetic; geometry, which included geography and natural history;

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comprised arithmetic; geometry, which included geography and natural history; astronomy, to which astrology was often added; and music, chiefly that of the church. Once the quadrivium had been completed, the student was awarded a master of arts.

2. Modern Times 2.1 Overview

The Early Modern period spans the three centuries between the Middle Ages and the Industrial Revolution, roughly from 1500 to 1800. As such, the early modern period represents the decline and eventual disappearance, in much of the European sphere, of feudalism, serfdom and the power of the Catholic Church.

2.2 Reformation and Protestantism

The Reformation, traditionally described has having been begun by Martin Luther in 1517, was the movement which gave rise to Protestant churches and the decline of the power of Roman Catholicism. The Reformation sought to "reform" Christianity by returning it to original beliefs based solely on reference to the Bible, eliminating later additions which accumulated in tradition.

The causes of the Reformation cannot be located in any one event or in any one aspect of medieval society. It wasn't just a matter of religion or politics or social

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EDUCATION IN THE 16TH CENTURY

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Education Renaissance Luther Calvin Humanism 16th century Education-Course-Material eugenia_aizcorbe147
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share: Characters: 400 free2009allleft a comment Let me see if I can condense the history of education into one sentence: it turned from inspiring minds to dispiriting them. It does not take a Master of Arts Degree in Education or Teaching (although I have one) to realize that the dropout rate has risen for no authentic reason other than the socialization of the curricula. Okay, let's assume that I'm not writing about the proliferation of Marxist theories (Dewey, Freire, so-called constructivism, and so forth). Passing fashionable, ignorance of anything other than mindless pop culture has become systemic among the young. This is the result of both an irresponsible media that promotes its own interests and agendas and pedagogic malpractice. Public education remains a social evil. A synonym for the first 7 letters in the term 'profession' is 'pretend.' That, I fear, describes our current system--it pretends to educate. 03 / 30 / 2009 Reply

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