Renaissance Education
Education has always been perceived as a means of achieving wisdom even in the Middle Ages and the Renaissance. It is believed that the embryos of the European educational systems were developed from the medieval monasteries (Plitz, 1981: 14). However, the cathedral schools soon outstripped the monasteries as a centre of learning (Piltz, 1981: 49). This progressive transfer of culture from the Middle Ages to the Renaissance marked the beginning of secularization. This essay will discuss the differences in practice and principles of the medieval and Renaissance education in terms of its educational approach, curriculum, foundation purposes and its conduct. It will also distinguish the different world-views of the two forms of education and conclude by asserting the inevitable differences of their distinctive ideas. In the Middle Ages, the Church had always taken a lead in the foundation of schools. They had charged of all the systemic education, which existed insofar (Powicke, 1935: 86). They were also responsible and clear about the kind of guidance in which peasantry should receive (Powicke, 1935: 82). The churches also "had a special focus on preaching"(Raymond of Penafort Extracts), which emphasized on the value of missions a
According to Lewit (HOI Revision Notes: The Renaissance, 2001:1), humanism is the "believe in the power and importance of human beings, and an admiration for human qualities, intelligence and achievements". After the collapse of the Roman Empire, knowledge of the Greek language gradually diminished and "except for clerics, few people could read or write Latin"(Perry et al. Corporal punishment would be meted out against those who "[asked] a question or [gave] a reply disrespectfully, loudly or without thinking" (Raymond of Penafort Extracts: 5), and those who did not meet up to the required expectations of learning (Piltz, 1981: 19). It was a " world full of learned men, of very crudites tutors, and of most extensive libraries"(Rabelais Extracts: 4). Renaissance education on the other hand, was more analytical, liberal and realistic. Whatever they read, they were "to learn it by heart"(Raymond of Penafort Extracts: 4). Therefore, by observing the priests, it could be derived that their works were of higher callings. Therefore, the core of their instruction was the study of classical Latin and Greek, and also the reading and interpretation of ancient Greek and Latin. It is also seen that during the Renaissance, text was not taken as instructions, but was more of an aid to facilitate critical thinking. This shows the different form of texts used between the medieval and Renaissance education. Therefore, permission to speak was rarely granted (Cook and Herzman, 1983:168). They were recommended under the Benedictine Rule only to read the lives of saint such as, Antony, John, Cassian, and Basil (Cook and Herzman, 1983:169-170). It was believed that the rise of this philosophy was a glorification of human nature and an exaltation of humanistic idea (Neuert, 1995: 8). It was also believed that the vice of just memorizing and not thinking would simplify and distort the opinions of authorities, divorcing totally from the original context (Nauert, 1995: 18).
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