The document discusses the history and development of education from the Renaissance period through the Reformation and Counter-Reformation eras, outlining the key influences, aims, content, organization, and teaching methods of humanist, Protestant, and Catholic education during this time of significant changes in Western society and the Christian church.

1. E TO THE
AGE OF
NATURALISM
OF
EDUCATION
Mary Grace M. Cabili
Ph.D. – Dev. Ed. – Student
January 09, 2010

2. Modern education and modern
theories of education began with
this movement
It was a general awakening of
brought about by several factors:
a. the thought process developed by
scholasticism
b. the broadening of universities
c. changes brought about by the
increased supply of books due to
the invention of printing press

3. d. the findings of exploration and
scientific discovery
e. the degeneration of the church, and;
f. the rise of free cities as well as
middle class.
The entire movement dad three main
lines of growth:
a. the intellectual to which
education belong
b. the aesthetic
c. scientific

4. INDIVIDUALISTIC
HUMANISM
Renaissance in humanism began in
Italy. It was characterized by:
a. freedom of thought
b. self-expression
c. creative activity

5. AIMS
 to develop individual personality
through nature, music, art, literature
and architecture
The aim of humanistic education was
for the humanist to get possible out of
life was expected to live a full
excellent and rich existence.
Italian humanism was patterned after
Greek ideal of liberal education, the
harmonious development of mind and
morals.

6. TYPES
Individualistic humanism education was
literary and aesthetic. It was practical
since it developed the young noble for
his position in life. Aesthetic education
aimed at the appreciation of art, music
and draw which became the most
outstanding characteristic of
humanistic education. Physical
education, social training in manners
and deportment and moral; education
was also emphasized.

7. CONTENT
The curriculum of humanistic school was
varied. Students were exposed to
extensive classical art and literature.
The student also studied the subjective
world of emotions to inculcate an
appreciation of beautiful and interest in
introspective observation and analysis.
Nature was another must for the
humanistic student. These fields were
supplemented by physical training,
grammar, rhetoric and mathematics.

8. ORGANIZATION
It was the establishment of new school,
a secondary school type, founded by the
nobility for the nobility, thus the name
COURT SCHOOLS.
One of the greatest school master at
this time was VITTORINO de FELTRE
who had a school at MANTUA. DA
FELTRE ‘ s purpose was to educate the
complete citizen.
He included in his curriculum a wide
range of subjects.

9. The aim of da Feltre’s school was good
knowledge of reading, a broad
background of manners and graces
and training in loyalty to Christian
principles.
 One of the triumphs of humanistic
education was the establishment of
classical secondary schools; the Lycess
of France; the Gymnasium in
Germany; the Latin Grammar School
in England.

10. METHODS
Humanism can be cited for its new
teaching methods, a text replacing
much of the lectures written themes,
displacing oral doiscourse. Da Feltre
was credited for the following
contirbutions to modern educational
practice:
Adapting the work of individual to his
needs and capacities

11. Developing a balance between his
mental and physical ability
Developing the power to think
The inclusion of play in the
curricula
There was sufficient motivation for
students so that the punishment
was not need as motive for learning.

12. SOCIAL HUMANISM
Renaissance Movement into
Northern Europe was facilitated by
the Hieronymians or Brethren of the
Common Life. Northern Humanism
had a characteristic combining the
social piety of the Brethren and the
broad literary spirit of Italian
Humanism.

13. The invention of printing , the fall
of Constantinople and the
geographical explorations and
discoveries of the English and
Ditch adventurers gave a
momentum to the Renaissance of
the Northern countries. The
implications of the printing press
in all aspects of civilization and
education were enormous.

14. AIMS
 The aims were social. Rather than
aiming for individual happiness,
education aimed at social reform and
the improvement of human
relationships.
It aimed at eliminating the ignorance
of the common people and the
hyprocrisy of social leaders.
These social minded humanists
stressed piety ahead of learning and
moral duty ahead of manners.

15. TYPES
Social humanistic education stressed
religious, moral and social education.
Religious instruction was taken
seriously and it attacked moral evils in
the church. Literary education was
encouraged as a means for social ends.
It also stressed secondary and higher
education and attempted to improve the
elementary school.

16. Secondary school was intended for
ther youth of the upper classes and
to prepare scholars and clergy for
future leaderships in the church and
courts..
CONTENT
The curricula of social humanism
consisted of classical and biblical
literature. One social humanists is
ERASMUS of Rotterdam.

17. He edited many of the Greek and Latin
authors including the New Testament
which latter became the basic of KING
JAMES Version of English. He also
denounced CECIRONIANISM and
wanted the study of classical for the
purpose of braodening knowledge and
refining taste and for gaining the ability
to make decisions. Cecironianism was
narrow and formal practice of putting
emphasis upon style and construction
rather upon ideas

18. ORGANIZATION
To carry out their educational aims, the
Court Schools became models of
humanistic influence. Other secondary
school the French Lycess and the
German Gymnasium became popular.
Universities were encourage by nobility
to introduce humanistic studies. The
educational institutions, though were
open only to boys and men; tuition was
arranged into nine or ten classes and
the school year’s beginning was set.

19. METHODS
Humanistic education was concerned
with methods and the humanists
advocated methods quite advanced from
those in use. Erasmus pounded on the
following:
a. the need to study the child carefully
for individualized instruction.
b.Keeping education in close and touch
with the social needs and life of the
times

20. c. Value repitition and mastery of small
units of work at a time
d. Motivation and the use of praise and
rewards
e. Emphasis on the gentleness as opposed
to physical punishment
Aside from Erasmus other humanists
contributed methods:
 Juan Luis Vives urged the use of the
vernacular, the broadening of the
curricula and the education of

21.  Roger Ascham advocated double
translation in teaching language.
 Johan Strumm stressed imitation and
memorization, the use of the
vernacular in the lower grade, the use
of pupil monitors and careful grading
of instruction
Humanistic education became a narrow
and became so formalized that in the
sixteen century, the realists reacted
against this stylized Humanism.

22. REFORMATION
During the 16th century the Roman
Catholic Church was the prevailing
European institution. Before, there
were many attempts to break away
from the church and establish reforms,
but these were successfully suppressed
by the church and the military. Because
of the arise of national states and the
economic power of the growing middle
class, some reforms were successful.

23. The reformation was not merely a reform
in religious doctrine. It involved political,
economic, moral, philosophical and
institutional changes. There was
overemphasis on the religious and
ecclesiastical aspects of these revolution
which leads directly to the breaking apart
of the church. From the Protestant
viewpoint, the reformation was intended
to correct abuses in the church and from
the Catholic viewpoint such a correction
was justified on the moral grounds.

24. The man who was given credit for the first
successful break from the church was
Martin Luther, a member of a Catholic
Clergy and a university professor. He
tried several times to achieve reform from
within the church but was not successful.
In 1517 he nailed on the doors of the
church a set of 95 theses denouncing the
malpractices of the church such as
concentration of wealth in the churches,
monasteries and ecclesiastical courts.

25. These concentration was based on a
doctrine that the salvations came from
good works, donations and sale of
indulgences. He was threatened with
excommunication by the Pope if he did
withdraw his attacks. He did not
withdraw them and he left the Catholic
church and founded an independent
church organization. Other Protestant
reformers who followed and established
their own denominations were Calvinists,
Puritans, Presbyterians, Baptists and
others.

26. While they had doctinal diversities, they
agreed upon the following fundamental
concepts:
1. The interpretation of the Bible was
substituted for the authority of the church
as basis of faith
2. Individual salvations was substituted for
collective responsibility
3. God’s mercy was the means to salvation
4. Penance and works of charity as
deliverance from sin could be dispensed
with (Ebby and Arrowod)

27. AIMS
 The aim of education of Protestants
reformers was religious moralism-
living a worthy life on earth will
guarantee for a glorious life hereafter.
Luther narrowed this aimed by
directing it into religion. It was
Luther established the idea that the
head of the state or ruler might decide
for himself and for his subject what
the established religion should be.

28. These gave the ruler of the state the right o
determine the religion of his subjects
John Calvin, subordinated the state and
the church when he said that the state
should considered the political and social
arm of the church and should carry out its
injunctions. This theory is called
THEOCRACY. It says that since God
cannot be present to rule the Earth, the
church must rule according to God’s law.
In practice the church strictly controlled
all the affairs of man- economic, political,
social, religious, and educational.

29. TYPES
To attain the aims character education was
emphasized. It stressed the value of work
over play – the Protestant work ethic.
They advocated universal, compulsory and
free education
Luther not only insisted state founded
compulsory education for both sexes
especially in the elementary level but also
compelled the parents to send their
children to school for the sake of church
and state.

30. CONTENT
The study of Bible and all skills required to
understand it was the basic subject in
Protestant elementary schools. Singing,
physical education and vocational training wer
important subjects in the curriculum. These
were imposed upon all by church and state.
The curricula of the Protestant secondary school
and universities were largely a continuation of
humanistic subjects such history, mathematics
natural science, music and gymnastic. Later
scholastic theology, Jurisprudence, literature
and culture became important subjects.

31. ORGANIZATION
The Protestants considered home as the
basic educational agencies and
considered good home training, parental
discipline, and sound family life as the
foundations of good government and
social welfare
ACalvinistic home, the church authorities
supervised the parents who were obligated
to see at their children attended school
and properly learned church catechism
and habits of Christian living.

32.  Realizingthat the Protestant used education
to further their ends,
During reformation both hurch and school
were under the state. Teachers should
fully educated and sufficiently
compensated.
The Protestant school system was
organized into three types:
A. common vernacular school
B. classical secondary school
C. the university
The school were not ladder type but dual

33. METHODS
 Reading was usually taught by routine
pronunciation of words, memorization of
answers to questions from the Gospel, hymns
and psalms.
 Secondary level had learn rules and passages
by memory.
 Luther had advanced ideas regarding a
pleasant school atmosphere but because of
formalism and severe. Calvinistic theology,
the Protestant classroom became rather
severe. Methods of teaching was rigid, discipline was strict
and religious indoctrination became the chief method.

34. CATHOLIC COUNTER-
REFORMATION
The Protestants revolts were not
successful in all countries of Europe.
Southern Europe reamined loyal to
Roman Catholicism, and this loyalty
brought about a movement within the
church itself, called catholic counter
reformation. This movement corrected
the abuses of the church. Realizing that
the Protestant used education to

35. Realizing that the Protestant used education
to further their ends, the Cathollics used
education also to win back dissenters.
Teaching orders and teaching congregations
were founded; parish schools were
reorganized and seminiaries were opened to
train leaders. The most important were the
SOCIETY OF JESUS (JESUITS) founded by
Ignatius of Loyola in 1534; the BRETHREN
of the christian schools by Jean Baptists de l
Salle in 1684; the LITTLE SCHOOLS of
Port Ryal byAbbe de ST. Ctran in 1637 and
the JANSENISTS by Cornelis Jansen in
1598.

36. 
AIMS moralism but they are not like
it aimed religious
in that Protestant education aimed to develop a
moral life through the individual’s own
interpretation of the Bible.
 It aim to develop unquestioning obedience to the
authority of the church. The different orders
stressed different aims.
 The Jesuits school were designated to train
leaders; the Christian brothers to teach the poor;
Jansenists to emphasize spiritual salvation.
 Convent school was to prepare young women to
perform their duties as Christian members of
society; establish and maintain chastity and
piety; to refine taste and gentle manners

37. TYPES
The catholic placed religious ad moral
education above everything else.
. Domestic and vocational training were
largely in hands of parents,
Teaching order was realm of professional
education, graduate schools of law and
medicine and in the field of teaching
Jesuits became noted for careful selection
and training of their leaders while
Christian brothers normal school with
attached schools

38. CONTENT
Schools taught 4 R’s with emphasis on religion.
The Jesuits had the broadest curricula n
secondary and higher education. The lower
college gave a humanistic-religious education
and emphasized the study of Latin classics.
Textbooks were prescribed and the works of
pagan authors were edited for adoption to
Christian education. All subjects correlated to
moral training and exercises and activities
were geared towards religious worship. Girls
were taught the same subjects but their
activities were adapted their needs

39. ORGANIZATION
 TheCatholic teaching orders had three levels;
 the elementary which was for the poor
(Christian Brothers confined their efforts)
Jesuits and Jansenists handled secondary
and higher education and were concerned
with the education of leaders.
All level were church supported and church
controlled.
The Catholic showed a genius for
oragnization their schools were effective
insttitutions of learning.

40. In 1599, Jesuits published “Ratio
Studiorum” which contained the
plan for the administration of
schools, programs and courses of
study, selection and training of
teachers, methods of teaching and
supervision of instruction and
methods of discipline.

41. METHODS
 JesuitsMethods:
Doing a small amount of work at a time
making sure it is retained;
Two steps in teaching method, prelection
and repition
Adapting the lesson to the abilities and
interest of the children
Participation of pupils questions and
answers
Review
Motivation by rivalry and emulation

42.  ChristianBrothers methods:
Grading pupil according to the ability
Adopt the method to which pupil recited
not to the teacher but to the class
Jansenists methods:
Teaching vernacular by phonetic method
Nothing is to be memorized unless
understood
Use of textbooks