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PRE TEST

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POST TEST

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Levine, D. U.  & Ornstein, A. C. (2008) Foundations of Education. (10 th ed.) Boston: Houghton Mifﬂin Company. Pages 79-84. Retrieved from: file:///G:/New%20folder/allan_c-_ornstein__daniel_u-_levine_foundations_of_education_student_text___tenth_edition____2007.pdf

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FROM CRISEL & CHANEL ❤️

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It was a momentous technological innovation whose consequences recollect that of the advent of computer information dissemination.

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Bible, in 1455

ﬁrst major book printed

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Johannes Gutenberg, a German jeweler, in-vented a durable metal alloy to form letters for the printing press

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■ The printing press

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■ Humanistic knowledge (not scientific)

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■ Emphasis on classical languages and literature

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THE RENAISSANCE CONTRIBUTION TO WESTERN EDUCATION

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THE RENAISSANCE CONTRIBUTION TO WESTERN EDUCATION

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5. analyze the author’s writing style.

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4. reﬂect on the book’s moral and philosophical implications;

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3. discuss the plot;

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2. identify the type, or genre, of the work;

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1. present the author’s biography;

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                                                                                 Desiderius Erasmus (1465–1536)

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                                                                                 Desiderius Erasmus (1465–1536)

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the leading classical humanist scholar of the Renaissance

described the model teacher as a cosmopolitan Christian humanist

emphasized the unifying features of Christianity that were common to all believers rather than the doctrines that separated them

Advising parents and teachers to be worthy cultural and ethical models for their children

recognized the importance of shaping a child’s predispositions to education early in life.

believed that a teacher’s worldview and academic preparation were highly important for successful teaching as a humanist educator

As part of their preservice preparation, teachers needed to be well educated in the liberal arts, especially in the classical Greek and Latin languages and literature and in history and religion.

As a humanist, Erasmus was most concerned with the teaching of literature.

He suggested motivating students to read good books by having them explore an author’s meaning in their own lives

He encouraged teachers to use conversations, games, and activities to illustrate a book’s meaning.

He conveyed his opposition to war and violence in The Education of the Christian Prince (1516).                                                                              - He advised those who would tutor a prince to make sure that he learned as much as he could about the people of his kingdom—about their traditions, customs, work, and problems.

Unlike Machiavelli, who urged that the king should rule by fear and manipulation, Erasmus advised the prince to gain the love of his subjects and to study the arts of peace, especially diplomacy, and avoid war.

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ERASMUS: CRITIC AND HUMANIST

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Emphasis on universal literacy; schools to stress religious values, vocational skills, knowledge; close relationship of values, religion, schooling, and the state.

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Elementary schools to teach reading, writing, arithmetic, religion; secondary schools to prepare leaders by offering classics, Latin, Greek ,and religion; vocational training.

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Role of secondary and higher education in literary and social criticism; emphasis on critical thinking.

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Education for a literary elite that stressed criticism and analysis.

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Teacher as moral agent; education related to universal theological goals; synthesis of the theological and philosophical; basis of philosophy used in Roman Catholic schools.

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Education should be based on human nature, with appropriate studies for both spiritual and physical dimensions.

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Teacher as mentor and guide to the individual’s spiritual, natural, and moral development.

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Women should have a multidimensional education in religion, nature studies, and music.

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Role of motivation in learning; recognition of individual differences.

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Basic literary skills; grammar, history, literature, drama, philosophy, public speaking, law.

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Use of knowledge in public affairs and in political leadership;teacher education has both content and practice dimensions.

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Rhetorical studies; basic literary skills; politics, history, rhetoric, declamation, public speaking.

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Emphasis on liberally educated,well-rounded person;importance of reason.

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Objective and scientiﬁc emphasis; basic literary skills, mathematics, natural and physical sciences, philosophy.

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Use of schools for sorting students according to intellectual abilities;education tied to civic (political) purposes.

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Reminiscence of latent ideas; music, gymnastics, geometry, astronomy, basic literary skills; philosophy for ruling elite of philosopher-kings.

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Socratic dialogue as a teaching method;teacher as a role model.

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Confucianist ethics shaped Chinese culture for centuries,creating a value system of enduring importance.

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CONTRIBUTION AND INFLUENCE

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Education should cultivate moral excellence by using probing intellectual dialogue to answer basic human concerns.

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Education prepares people for their sociopolitical roles by cultivating reverence for ancestors and traditions.

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VIEW ON EDUCATION AND CURRICULUM

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Human beings are saved by faith; individual conscience shaped by scripture and Reformed theology.

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Protestant theological orientation; salvation by faith and individual conscience.

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Luther
CE 1483-1546
(German Protestant)

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Human beings are capable of profound achievements but also of great stupidity.

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Christian Orientation; the educator as social and intellectual critic.

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Erasmus
CE 1465-1536
(Dutch Renaissance Humanist)

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Human beings possess both a spiritual nature (soul) and a physical nature (body).

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Christian Theology and Aristotelian (realist) philosophy.

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Aquinas
CE 1225-1274
(Italian Medieval Theologian)

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Human Beings need spiritual development and natural knowledge.

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Medieval abbess; Christian spirituality and natural medical science.

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Hildegard of Bingen
1098-1179
(German)

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Certain individuals have the capacity for Leadership, based on their disposition, liberal knowledge and oratorical skill.

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Rhetorican; oratory for personal gain and public service.

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Quintilian
CE 35-95
(Roman)

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Human have the power to use speech (discourse) for social and political improvement.

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Rhetorician; oratorical education in service of self and society

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ISOCRATES
436-388 BCE
(Greek)

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Human beings have the power of rationality, which should guide their conduct.

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Philosophical Realist; view of society, politics, and education based on classical realism.

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ARISTOTLE
384–322 BCE
(Greek)

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Human beings can be classified on the basis of their intellectual capabilities.

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Philosophical idealist; sociopolitical conservative.

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PLATO
427–346 BCE
(Greek)

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Human beings can define themselves by rational self-examination.

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Social and educational iconoclast; tended toward philosophical idealism and political conservatism.

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SOCRATES
469–399 BCE
(Greek)

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The Renaissance did not dramatically expand school attendance.

Humanist preparatory and secondary schools educated children of the nobility and upper classes.

Elementary schools served the commercial middle classes.

Lower socio-economic-class children received little, if any, formal schooling.

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Human beings need the order of a highly stable society in which people accept the duties that come with their station in life.

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Developed ethical system based on hierarchical ordering of human relationships and roles; emphasized order and stability through subordination.

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CONFUCIUS
551–478 BCE
(Chinese)

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MAJOR EDUCATIONAL THEORISTS to CE 1600

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they sought to educate critically minded people who could challenge existing customs and expose and correct mediocrity in literature and life.

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they are artist-teachers, critics of society and taste, they brought wit, charm, and satire as well as erudition to their work.

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Critics

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Translators

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Poets

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RENAISSANCE HUMANIST EDUCATORS AS LITERARY FIGURES

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who having received a liberal education in the classical literature

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diplomatic person

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tactful

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ideal of the educated person

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According to Baldesar Castiglione (1478–1529) in The Book of the Courtier, the courtier is portrayed as a:

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served his ruler with style and elegance

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- established humanist schools to educate their children in the revived classical learning

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Dante

Petrarch

Boccaccio

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humanists saw themselves as critics and “custodians of knowledge.”

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ITALY

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CLASSICAL HUMANISM IN ITALY

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an artistic and literary center of the Renaissance.

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- classical humanists based their teaching more on literature than on theology.

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- is called to Medieval Scholastics and Renaissance Educators
-  looked to the past rather than the future.

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A transitional period between the medieval and modern ages, began in the fourteenth and reached its zenith in the fifteenth century.

It was characterized by a revived emphasis on the humanistic aspects of the Greek and Latin classics.