This is an overview of the Medieval concept of spiritual, intellectual, political and economic education. This outline is focused on the development of understanding of essential education foundations from the Chivalric, Guild System, Scholasticism, Monasticism and Saracenic Education.

Chivalric The age of chivalry extended from the beginning of the ninth to the sixteenth centuries. A complicated system of political and personal relationships called feudalism characterized by the early period of the middle ages and grew among the nobility. Concerned with both loyalty and property, feudalism focused on land tenure, binding royalties and serfs together by the responsibilities of mutual defense and service. The medieval king or lord rewards his vassal by awarding him a portion of his land and, in return, each pledge aid and support to the other.To get young nobles ready to assume their obligations, the institution of chivalry developed and became the basis for a set of ideals to guide their education and conduct. The patterns of chivalry were based upon usages in warfare, religion and courtesy for the upper class. For warfare, there was training in the skills of fighting on horseback. The church contributed ideas of honor, generosity, protection of the weak and loyalty. In addition, there were social graces and manners fit for the nobility.The word chivalry comes from the Old French word chevalerie, meaning horse soldiery. But the term came to mean the code of behavior and ethics that knights were expected to follow.

TRAINING PREPARATION FOR KNIGHTHOOD

In the middle ages, a young boy in training to be a knight spent the first years of his life chiefly in the care of the women of his family. During this time, he learned how to ride a pony and care for horses.

The PAGEAt seven, he joins a household of another knight or nobleman and learns how to handle small weapons and learns the code of courtesy and behavior expected of a knight

The SQUIREAt fourteen, he acts as a valet, a personal servant to the knight who was his master and sets the table and serves meals. He keeps the knights weapon in good condition and cares for his horses. He helps his knight in his armor, attends to him if injured, rides with him into battles and fights along with his knight. He also guards prisoners.

The KNIGHTAt twenty-one, any knight could bestow knighthood on another. Some men were knighted on the battlefield if they had shown great bravery. He receives his sword and other weapons from his master or king. The ceremony is solemn in which a prospective knight takes a bath of purification, dressed in white and spends an entire night in prayer and meditation.

1. AIMSA system of education for nobility, chivalry aimed to teach the best ideals. It provided a system of training to inculcate gallantry towards women, protection of the weak, honesty in everything and courage at all times.a. Morality To inculcate in the minds of young nobles the virtues of honor, honesty, courage, bravery, courtesy, etcb. Responsibility To get the young nobles to assume their responsibilities, how to manage their own estates, and how to deal to the lower classes of people.c. Horsemanship To train the young nobles in horseback warfare, hunting and tournamentsd. Gallantry To train the young nobles how to deal gallantry with the ladies of nobility and protection of the weake. Religiosity To train the young nobles to be devoted to the service of Godf. Social Graces To train the young girls in the social graces and manners fit for the ladies of the nobility

2. TYPESChivalric was a form of social training. It emphasized on military training and social etiquette. Chivalric education was essentially class education for entrance into aristocracy. This social discipline taught the young noble to manage his estate and to acquire the class consciousness of superiority over lower class.

a) Reading, Writing and little literary learning in the vernacularb) Social Training. Training in good manners, right conduct, and social graces. Training of social etiquette has never been surpassed.c) Military Training. Military training was emphasized through the acquisition of professional military skills and made of fighting in warfare a professiond) Religious and moral training. Participation in Church rites and ceremonies.e) Physical Training. This was given emphasis

3. CONTENTThe curriculum consisted of:

a) Religion, music, dancing, especially for girlsb) Horse riding for warfare, hunting, and tournamentsc) Physical exercisesd) Reading, writing, literature in vernaculare) Good manners, right conduct, social graces and etiquettef) Household duties such as sewing, weaving, cooking, embroidery and household management for girlsg) At the higher level: the curriculum consisted of the SEVEN FREE ARTS:a. Joustingb. Falconingc. Swimmingd. Horsemanshipe. Boxingf. Writing and singing verseg. ChessThe pupil did not pay any fees because he served his master like a valet.

4. AGENCIES

a) The home was responsible for the earliest education; later, the lords and ladies of the castles were the teachers.b) The fields of battle were the schools of boys while,c) The courts were the school for girls.d) Troubadours, ministers and gazetteers served as agents of education and providers of entertainment.

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

5. METHODSThe methods used were those of imitations, example, and learning by doing. The motivation was strong desire for social approval. Discipline was maintained through the ideals of obedience and sincere adherence to the moral and social standards.

6. DECLINEBy the end of 1200s, several events in Europe led to the decline of feudalism.

a) An economic revival put more money back into use because soldiers could be paid. Fewer lords relied on vassals to provide services of knightsb) The invention of gun powder and of such weapons as the longbow and the cannon lessened the dominance of the knightsc) Foot soldiers from Flemish cities defeated French knights at the battle of Courtal in 1302d) Stone castles occupied by feudal lords could no ,longer stand against the cannone) Cities grew wealthier and became more important and rulers have less need of aristocracyf) People trained in the government service took over the function that vassals had performed on their serfs

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

THE GUILD APPROACH TO EDUCATION

Towards the end of the Middle Ages, considerable social and cultural changes were brought about by economic changes. One of these was the Crusade. The Crusaders increased trade and commerce. The necessity of transporting the Crusaders resulted in the development of transportation, trading and banking. The Crusaders themselves became acquainted with a new lifestyle which created a multitude of new needs and luxuries. This brought about the growth of new cities and the rise of new social classes the burgher, bourgeoisie or the middle class. This new class began to be as important as the nobles and the clergy and they demanded a different kind of education for their children.Closely related to the development of commerce was the strengthening of guilds, an organization composed of persons with common interest and mutual needs for protection and welfare.There are two types of guilds, the merchant guild and the craftsman guild. The merchant guild members were residents of the same town and artisans who sold their products. They usually had a monopoly of the retail trade in their own towns. The skill workers, manufacturers and artisans organized themselves into craft according to their craft, to protect themselves from inferior work and undercut prices and to gain monopoly of production among themselves.

1. AIMS

The new middle class needed a new kind of education that was practical, thus vocational training was emphasized so that children were to be prepared for the requisites of commerce and industry.

2. CONTENT

Elementary instruction in reading and writing were vernacular and arithmetic was required as preparation for commerce and industry of the guilds. Masters were required to teach their apprentice their crafts and also provide adequate religious instructions.

3. AGENCIES

New types of school developed for the education of burgher children, the burgher schools which were supported and controlled by the cities and often taught by priest and lay teachers, the chantry schools supported by the wealthy merchants for the instructions of the children of the city, and the guild schools for the children of the craftsmen.

4. ORGANIZATION

There were three stages of development for the craftsmen, (1.) Apprentice, (2.) Journeyman and (3.)Master craftsman. As an apprentice the boy was assigned to master that would teach him skills of trade, watch over his morals and train him in religion. In turn, the boy had to work hard and serve his master. The period of apprentice varied according to the trade. As Journeyman, the young worker would travel as a paid laborer and go to different masters. After he had proven his worth, then he became a master, a full pledged member of a guild.

5. METHOD

The chantry, burgher and the guild schools were operated in much the same way as monastic and parish schools. The methods used were example, imitation and practice. They also had dictation, memorization and the catechetical method. Discipline was severe and harsh. Education at this point was strictly preparation for work.

SCHOLASTICISM APPROACH TO EDUCATION

The terms "scholastic" and "scholasticism" derive from theLatinwordscholasticusand the latter from theGreekwhich means "that [which] belongs to the school". The "scholastics" were, roughly, "schoolmen".Scholasticismis a method of critical thought which dominated teaching bytheacademics("scholastics," or "schoolmen") of medieval universitiesin Europe from about 1100 to 1700, and a program of employing that method in articulating and defending dogmain an increasingly pluralistic context. It originated as an outgrowth of, and a departure from,Christianmonasticschools at the earliest European universities.The first institutions in the West to beconsidereduniversitieswere established in Italy, France, Spain, and England in the late 11th and the 12th centuries for the study ofarts,law,medicine, andtheology, such as Schola Medica Salernitana, theUniversity of Bologna, and theUniversity of Paris. It is difficult to define the date at which they became true universities, although the lists ofstudia generaliafor higher education in Europe held by theCatholic Churchand its variousreligious ordersare a useful guide.Not so much a philosophy or a theology as a method of learning, scholasticism places a strong emphasis ondialectical reasoningto extend knowledge byinference, and to resolvecontradictions. Scholastic thought is also known for rigorous conceptual analysis and the careful drawing of distinctions. In the classroom and in writing, it often takes the form of explicitdisputation: a topic drawn from the tradition is broached in the form of a question, opponents' responses are given, a counterproposal is argued and opponent's arguments rebutted. Because of its emphasis on rigorous dialectical method, scholasticism was eventually applied to many other fields of study.As a program, scholasticism began as an attempt at harmonization on the part of medieval Christian thinkers: to harmonize the various authorities of their own tradition, and to reconcile Christian theology with classical and late antiquity philosophy, especially that ofAristotlebut also ofNeoplatonism.

Scholasticism in 11thcentury

Sought to integrate the secular understanding of the ancient world with the dogma implicit in the revelations of Christianity. A synthesis of learning in which theology surmounted the hierarchy of knowledge. Peter Abelard, St. Anselm of Canterbury, St. Albertus Magnus andRoger Bacon

Disciplines in the 12th century

Philosophy Theology Medicine Law (canon and civil)Constituted the medieval universities beginning in Bologna, Paris and Oxford.

Scholasticism in 13thcentury

Writings and doctrines of St.Thomas Aquinas

Scholasticism in 14thcentury

Declined, but laid thefoundations for many revivals and revisitations in later centuries, particularly under Pope Leo XIII (1897)

Scholasticism in Education

Scholastic = academic, bookish, formalistic, literary, pedantic>> narrow concern for book learning and formal rules, without knowledge or experience ofpractical matters

Dominant principle: Faith seeking understanding

Educational purposes

To develop the power of disputation To systematize knowledge To give individual mastery of this system of knowledge, now reduced into a logical whole

Scholastic Instruction

2 methods of teaching:>> Lectio disputatio>>> ordinary quodlibetal

Scholastic Method

3 steps envisaged during thedisputatio:

> prenotes, The proponent provided definitions of the terms in the thesis, distinctions relating to them and different positions being held on the thesis various proofs were offered, first from the authority then from reason objections were restated and

Scholastics and their textbooks

The Sententiae and Summa Theologica Limitations:> interest in argument> abstract and metaphysical character> discussion which possessed no reality

MONASTICISM APPROACH TO EDUCATION

Monasticism comes from the Greek word monachos, a solitary person, is the ancient Christian practice of withdrawal from the world in order to dedicate oneself fully and intensely to the life of the Gospel, seeking union with Jesus Christ. Monk - The regular clergy, comes from the Greek word monos meaning alone.Monasticism usually refers to the way of life - communitarian or solitary - adopted by those individuals, male or female, who have elected to pursue an ideal of perfection or a higher level of religious experience through leaving the world. Monastic orders historically have been organized around a rule or a teacher, the activities of the members being closely regulated in accordance with the rule adopted. The practice is ancient, having existed in India almost 10 centuries before Christ. It can be found in some form among most developed religions: Hinduism, Buddhism, Jainism, Taoism, the Sufi branch of Islam, and Christianity. In the time of Christ, the Essenes at Qumran were Jewish monksTechnically, monasticism embraces both the life of the hermit, characterized by varying degrees of extreme solitude, and the life of the cenobite, that is, the monk living in a community offering a limited amount of solitude. Monasticism always entails Asceticism, or the practice of disciplined self - denial. This asceticism may include fasting, silence, a prohibition against personal ownership, and an acceptance of bodily discomfort. Almost always it includes poverty, celibacy, and obedience to a spiritual leader. The goal of such practices is usually a more intense relationship with God, some type of personal enlightenment, or the service of God through prayer, meditation, or good works such as teaching or nursingChristian monasticism began in the deserts of Egypt and Syria in the 4th century AD. Saint Anthony the Great was connected with the first Egyptian hermits; Saint Pachomius (d. 346), with the first communities of cenobites in Egypt. Saint Basil the Great (fl. 379), bishop of Caesarea, placed monasticism in an urban context by introducing charitable service as a work discipline.The organization of western monasticism is due primarily to Saint Benedict of Nursia (6th century), whose Benedictine rule formed the basis of life in most monastic communities until the 12th century. Among the principal monastic orders that evolved in the Middle Ages were the Carthusians in the 11th century and the Cistercians in the 12th; the mendicant orders, or friars - Dominicans, Franciscans, and Carmelites - arose in the 13th century.

Monasticism has flourished both in the Roman Catholic church and in the Eastern Orthodox churches from earliest Christian times to the present, being reformed and renewed periodically by dynamic individuals with new emphases or departures from current practice. Although Protestantism rejected monasticism in the 16th century, the Anglican church since the 19th century has sponsored a number of monastic orders. In its present - day form, Christian monasticism is often adapted to the cultures or settings where it is located. Buddhist monks, for their part, continue to play an important social as well as religious role in contemporary Southeast Asia and Japan.

ThreeMainPrinciples

-Obedience-Simplicity-Industry

Aim of Monastic Education

Salvation of individual souls- a kind of moral and physical discipline based on bodily mortification and wordly renunciationforthesakeofmoraldevelopment.MeasuringtheVirtuesofaMonk-Punishing his body-fasting-Very little sleep-Wearing course clothing-Assuming painful bodily posturesThree Aspects of Social Organizations-Domestic home-Economic structure-Political state

Three Vows of Monastic Education

-Chastity involved giving up the family and all human relationships.-Poverty meant rejection of all materials in life.-Obedience included renunciation of rank and distinction.Types of Monastic Education-Literacy activities-Manual trainingContent of Monastic EducationThree Rs-Reading-Writing-Arithmetic

Seven Liberal Arts

Trivium QuadriviumGrammar ArithmeticRhetoric GeometryDialect AstronomyMusicAgenciesandOrganizations-Charlemagne developed the palace schools for the sons of the nobility in the hope of producing more leaders of the church and the state.

Method of Instruction-Catechetical Method-Latin language of instruction

SARACENIC APPROACH TO EDUCATION

Six hundred years after the birth of Christ, a new religion, founded by Mohammed, took root in Arabia. This religion rose among the Arabs, who were also known as Saracens, among the Moors of Spain. The religion Mohammed founded was known as Islam and its followers, of whatever nationality, were known as Moslems or Muslims.The greatness of the Saracens was probably due to their ability to assimilate the best in the intellectual culture of the people with whom they came in contact and to apply this heritage to their own specific needs. The western world is indebted to them for the creation of scientific spirit of investigation and experimentation and for the invention and improvement of tools of science. Because of its attractiveness to human nature and its satisfaction of human longings, Islam prospered.

1. AIMSThe aim of education for the Saracens was primarily a search for knowledge and an application of scientific facts to the affair of daily life. For example, science was not merely for intellectual exercise but for its application to useful arts and crafts. Reading was studied as a necessity of progress. Medicine was stressed because it was necessary for life preservation. Astronomy was studied as an aid to geography and navigation.Saracenic education aimed at the development of individual initiative and social welfare-liberal education in its truest sense. All education began with religious education and memorization of the Koran. It was a simple religion emphasizing a high degree of tolerance with the faith. Islam had learned doctors, teachers and priests but no hierarchy. There was very little need for education, except for those training for to be teachers of divinity or philosophy so that education was free to devote itself to the improvement of life. As a result, Saracenic homes and cities were equipped with facilities and luxuries that their European neighbors had not even dreamed of.

2. TYPESIn order to turn out the practical man of affairs, vocational education was stressed. Intellectual training in the sciences was the basis of professions. Education was universal, although not entirely democratic. Elementary education was open to all boys and girls, higher education was open to the rich and poor, but the wealthy had some advantages. Financial aid was provided to needy students so that in those times it would be difficult to find an illiterate Saracen.

3. CONTENT

The curriculum of Muslim school was the most complete and most carefully organized in the elementary, secondary and higher levels. Elementary schools were set up where needed and the universities and libraries were the best models for the best in Europe. Subject matter in the elementary level of reading, writing, arithmetic, religion, grammar and science. At the higher level it consisted of algebra, geometry, trigonometry, physics, chemistry, geography, astronomy, anatomy, pharmacy, medicine, surgery, philosophy, history, literature, logic, metaphysics and law. What the Muslims studied and what they discovered were carefully rounded and classified in libraries. The Koran was taught at all levels.

4. AGENCIES AND ORGANIZATIONSThe early caliphs were instrumental in founding of elementary schools, academic, universities and libraries in their domain. The caliphs became ardent scholars themselves and they surrounded themselves with the most learned men. Each mosque established as elementary school. The rich Muslims donated large sums of money for education. Both universities and libraries were well-endorsed and were made available to all.

5. METHODSMuslim schools originated the scientific method (although there was considered use of repetition and drill), the catechetical method, memorization and lecture. Higher schools emphasized travel and explanation.

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