Central Luzon Doctors Hospital Educational Institution Graduate School Department Master of Science in Nursing (MSN)

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COURSE TITLE: Foundations of Education CREDIT: 3 Units TIME ALLOTMENT: 1 HOUR TOPIC OUTLINE: 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 and Saracenic Education. CONTENTS:

A. Chivalric and Feudalism Education 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. Feudalism is the general term used to describe the political and military system of the Western European during the Middle Ages. At that time there was no strong central government and little security, but feudalism fulfilled the basic need for justice and protection. Feudalism was a system of land tenure on allegiance and service to the nobleman or lord. The lord who owned the land, called a fief, let it out to a subordinate who was called vassal. Two careers were open to the sons of the noblemen during feudalism times. If they decided in favor of the church, they pursued an education that was religious and academic in nature in order to become members of the clergy. If they decided in favor of chivalry, they pursued an education that was physical, social and military in nature. To the average boy, chivalry has much more appeal than the church. 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 PAGE At 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 SQUIRE At 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 KNIGHT At 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. AIMS A 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, etc b) 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) c. Horsemanship To train the young nobles in horseback warfare, hunting and tournaments d) d. Gallantry To train the young nobles how to deal gallantry with the ladies of nobility and protection of the weak e) e. Religiosity To train the young nobles to be devoted to the service of God f) f. Social Graces To train the young girls in the social graces and manners fit for the ladies of the nobility

2. TYPES Chivalric 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 vernacular b) 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 profession d) Religious and moral training. Participation in Church rites and ceremonies. e) Physical Training. This was given emphasis 3. CONTENT The curriculum consisted of: a) Religion, music, dancing, especially for girls b) Horse riding for warfare, hunting, and tournaments c) Physical exercises d) Reading, writing, literature in vernacular e) Good manners, right conduct, social graces and etiquette f) Household duties such as sewing, weaving, cooking, embroidery and household management for girls g) At the higher level: the curriculum consisted of the SEVEN FREE ARTS: a. Jousting b. Falconing c. Swimming d. Horsemanship e. Boxing f. Writing and singing verse g. Chess The 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. METHODS The 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. DECLINE By 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 knights b) The invention of gun powder and of such weapons as the longbow and the cannon lessened the dominance of the knights c) Foot soldiers from Flemish cities defeated French knights at the battle of Courtal in 1302 d) Stone castles occupied by feudal lords could no ,longer stand against the cannon e) Cities grew wealthier and became more important and rulers have less need of aristocracy f) 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

B. 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.

C. 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. AIMS The 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. TYPES In 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 ORGANIZATIONS The 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. METHODS Muslim 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.

Referrences: 1. Foundations of Education II (Historical, Philosophical and Legal Foundations of Education) Third Edition by Rosalinda A. San Mateo and Maura G. Tangco 2. Historical, Philosophical and Legal Foundations of Education 2 Second Edition by Doris D. Tulio