This document provides an overview of medieval education systems including monasticism, scholasticism, chivalry, and guilds. It discusses the spiritual, intellectual, political, and economic aspects of each system. Monastic education focused on spiritual salvation and moral discipline through studying theology and the liberal arts. Scholasticism emphasized using logic and reason to justify religious doctrines in universities. Chivalric education trained knights through apprenticeships focusing on combat skills, social graces, and religious devotion. Each system contributed to the organization and content of medieval education.

1. The Medieval Concept of SPIRITUAL,
INTELLECTUAL, POLITICAL AND ECONOMIC Education
Prepared By: Israel Tayaben

2. MIDIEVAL AGES
5th to the 15th
• It began with the collapse of the Wester
Roman Empire and merged into the
Renaissance and the Age of Discovery.
WIKIPEDIA
• End of ancient times.
• Continuing decay Roman empire- social and
moral conditions –MOST ARE UNEDUCATED
• In this period of political disorganization
four educational systems or movements
emerged:
–Monasticism
–Scholasticism
–Chivalry and Feudal
–Guild
The great universities that we know
today such as Oxford and Cambridge
existed in medieval times. A University
at Oxford was in existence in a simple
form as early as 1100. Oxford university
was given a boost in popularity in 1167
when Henry II banned English scholars
from attending the University of Paris
due to a dispute with France. Cambridge
University was founded in 1209 when
some scholars from Oxford left their
university after a woman may have been
killed by a student and violent disputes
erupted with the local townspeople. In
the early days of the universities the
students lived in the local towns and
villages. In 1263 the first Oxford college
was built by a wealthy benefactor where
the students could live cheaply under
one roof. cambridge followed in 1284
with its first college called Peterhouse.

8. I. MONASTICISM

9. A.ORIGIN
St. Patrick, who converted Irish
people to Christianity, probably
founded first monasticism
monasteries in Ireland. Irish monks
lived in small separate cells made of clay or
stones.

10. • likewise, St. Anthony as the founder of Christian
monasticism. At age 20, he sold his
property, gave proceeds to the poor,
and became a hermit near his home
in Egypt. His days was spent in
prayer, reading scriptures and
committing them to memory and in
manual labor.

11. B.DEFINITION
Greek Word “monos”- ALONE
Sometimes “monachism”- DWELLING ALONE
-is a special form of religious community life.
People who practice monasticism separate
themselves from ordinary ways of living so they
can follow the teachings of their religion as
completely as possible. Men are called MONKS
women are called NUNS.

12. • Similar forms of religious life also exist in other
faiths, most notably in Buddhism, but
also Hinduism and Jainism, though the
expressions differ considerably.

13. 1.Spiritual
The aim of monastic education is the
salvation of individual souls, a kind
of moral and physical discipline
based on bodily mortification and worldly renunciation
for the sake of moral improvement.
C. AIMS

14. 2.Moral
 to attain the ideals of chastity, they gave up family
relationship, instead, adopted spiritual and religious
relationship.
 to attain the ideals of poverty, they renounced
property, All inheritance devoted to charity.
 to attain the ideals of obediencethey renounced
all self power but obeying the brothers and the will of God.

15. 3.Spiritual Knowledge
Attain the highest spiritual
knowledge and the purest
spiritual satisfaction through meditation,
contemplation, inspiration, and asceticism.

16. 4.Virtue
Fasting, very little sleep, wearing coarse
clothing, and assuming painful bodily postures
measured the virtue of the monk. World
renunciation meant dying all claim of social
and human institutions.

17. D. AGENCIES OF EDUCATION AND
CONTENTS STUDIED
Monasteries and
Monastic school were the only
agencies for education aside from the parish and
cathedral schools.

18. Seven Liberal Arts was THE CURRICULUM of the
monastic school. It was composed of the ff:
The Trivium: (tres viae, three roads)
Grammar – language and literature
Dialect – logic or reasoning
Rhetoric – law and composition
The Quadrivium:
Geometry – geometry, geography, natural history
Arithmetic – numbers and the study of the calendar
Music – plain chant and harmony used in church
Astronomy – the heavenly bodies, chemistry and physics

19. 1.Moral and religious training
monks engaged themselves in religious contemplation,
meditation, asceticism, and religious reading and writing.
2.Literacy Education
copying manuscripts with other monasteries, collecting
manuscripts in libraries, and writing original manuscripts
concerning religion, historical events, and other matters.
3.Manual Training
monks are skilled artisans in wood, leather, and metal,
and skilled agriculturist.
E. TYPES OF EDUCATION

20. 1.The domestic homes
the strictest hermit lived alone, in huts so placed that their
inmates could not see nor hear one another.
2.The Economics Structure
by the vows of poverty, monks promised not to possess
anything as his own or make use of it without the permission from
his superior.
3.The Political State
monks lived the same type of life; they did not constitute a
formal community and commit themselves to obey their superior.
F. ASPECTS OF SOCIAL ORGANIZATIONS

21. G. METHODS OF INSTRUCTIONS
1.Catechetical Method
the question and answer method was generally used
as the tool of teaching in monastic schools.
2.Dictation
heavily used du to scarcity of books.
3.Memorization
pupils had memorize what was dictated to them.

22. 4.Language
Latin was the only language for learning
5.Discipline
discipline was severe.Teacher used the rod to punish
erring pupils.
6.Meditation and Contemplation/
Thoughtful Reflection
the monks believed that the deepest spiritual
experience could be gained only through divine inspiration.

23. H. CONTRIBUTION TO EDUCATION
1.Preserving and spreading learning and
culture by the Cristian Monasteries.
2.The monasteries opposed he vices and
corruption of the medieval world.
3.They were an influence of taming the
warlike spirits and refining the rustic
customs of the teutonic people.
4.Dignity of Labor.

24. II. SCHOLASTICISM

25. A. ORIGINS
Originated during the 1000’s in the schools
operated by monasteries and
cathedrals. Where writings on logic of Aristotle
had an important. The beliefs on God’s
existence through logicalmethod
of discussion were termed SCHOLASTICISM.

26. Anselm, Archbishop of Canterbury was the
called the Father of Scholasticism
because of his treaties of teachings about the
movement.
He developed a philosophy that claimed to
lead through reason alone to basic truths about God. But he
believed that human beings need divine revelation to fill out
and expand such knowledge.

27. Beginning the mid-14th
century, scholasticism lost its influence.
Today, however, the teachings of
some Roman Catholic theologians
still reflect its influence.

28. B. DEFINITION
• the system of theology and philosophy taught
in medieval European universities, based on
Aristotelian logicand the writings of the
early Church Fathers and having a strong
emphasis on tradition and dogma.

29. • “The scholastics would choose a book by a
renowned scholar, auctor (author), as a subject
for investigation. By reading it thoroughly and
critically, the disciples learned to appreciate the
theories of the author. Other documents related
to the book would be referenced, such as Church
councils, papal letters and anything else written
on the subject, be it ancient or contemporary.
The points of disagreement and contention
between multiple sources would be written down
in individual sentences or snippets of text, known
as sententiae.

30. • Once the sources and points of disagreement had been laid
out through a series of dialectics, the two sides of an
argument would be made whole so that they would be
found to be in agreement and not contradictory. (Of course,
sometimes opinions would be totally rejected, or new
positions proposed.) This was done in two ways.
• The first was through philological analysis. Words were
examined and argued to have multiple meanings. It was
also considered that the auctor might have intended a
certain word to mean something different. Ambiguity could
be used to find common ground between two otherwise
contradictory statements.
• The second was through logical analysis, which relied on
the rules of formal logic to show that contradictions did not
exist but were subjective to the reader. “

31. C. AIMS OF EDUCATION
1.Intellectual Discipline
aim of scholasticism is essentially discipline.
It supports the doctrine of the church by rational
argument.
2.Faith by Reason
It attempted to give supporting authority to
the intellect, to justify faith by reason and
substantiate theology by logic.

32. 1. Parish school
were for children who showed special
talents.
2.Monastic and Cathedral school
were the school of men who became
leaders of the church as well as of the state.
D. AGENCIES OF EDUCATION AND
CONTENTS STUDIED

33. 3.Palace school,
for the scions of nobility or train intelligent
leaders. Established by Charlemagne.
4.University
association of teachers chartered by the
Pope or Holy Roman Eemperor

34. 1. Disputed Question
are nothing more than written account of
actual classroom discussions.
2. Disputed Question on Truth
Thomas Aquinas teaching comprises 253
individuals questions on truth and goodness.
3. Summae
are systematic and organic development or
theology in its entirely question method.
E. TYPES OF EDUCATION

35. F. METHODS OF INSTRUCTIONS
1. Argumentative Method/Disputed
Method(Scholastic Method or System) four
parts:
1)stating a position, thesis, or questions;
2)Setting down objections to the proposition;
3)Proving one side,
4)Answering or disputing objection in order
2. Lecture, repetition, disputation, and
examination methods conducted
according to recognized principles and formalities.
In disputation, students were opposed against one
another.

36. 3.Aristotelian Logic
the form of argument was the syllogism supplied by Aristotle.
Three Elements of Syllogism:
1)Major Premises, or large class
– (all inclusive)
2)Minor Premises, or smaller class or middle term
– (Predicate is subject of major Premise)
3)Conclusion, or specific case.
-(Subject is the subject of the minor premise and the
predicate is the major premise.)

37. 4. Problem Method
– Constant use of each teacher in problem method.
– Aimed at formulating a conclusion in some topics after many
possible answers were evaluated
– Found effective in both in putting accross fundamental,
universally accepted doctrines and in investigating new and
controversial points.

38. G. CONTRIBUTIONS TO EDUCATION
1. Organization of the
University
2. Emphasis on
Intellectual Training

39. III. CHIVALRY AND THE AGE OF
FEUDALISM

40. A. ORIGINS
Feudalism is the general term used to
describe the political and military system of
western Europe 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.

41. B. DEFINITIONS
Feudalismwas a system of land tenure on
allegiance or service to the nobleman or landlord.
Land lord or owner- fief
Subordinate- vassal
Chivalrycomes from the old French word
chevalerie, meaning horse soldier. But the term
came to mean the code of behaviour and ethics
that knigths were expected to follow.

43. C. AIMS OF CHIVALRIC EDUCATION
1. Morality- virtues of honor, courage, bravery
2. Responsibility- managing thier own states and dealing
with lower classes
3. Horsemanship- horseback warfare, hunting, tounaments
4. Gallantry- deal gallantry with the noble ladies and protect
the weak
5. Religiosity- service to God
6. Social Graces- girls in social graces and manner fit for
ladies

44. D. AGENCIES OF EDUCATION AND
CONTENTS STUDIED
1. Home
for the young boys and girls.
2. Court
for the girls
3. Castle, the Tournament Fields, and the Field
Battles
these were for the boys
4. Troubadours, Minnesingers, and Minstrels
using the vernacular they sang about the noble
deeds of heroes, beautiful ladies, brilliant deeds of
knights and lords.

45. The ff. are the Content Studied by the pupils:
• Religion, music, dancing, especially for
girls
• Horse riding for warfare, hunting, and
tournaments
• Physical exercise
• Reading, writing, literature in vernacular
• Good manners, right conduct, social
graces & etiquette
• Household duties such as sewing,
weaving, cooking, and embroidery for girls

46. • At the higher level: the Curriculum
consisted of the Seven Free Arts:
Jousting
Falconing
Swimming
Horsemanship
Boxing
Writing and singing verse
Chess

47. E. METHODS OF INSTRUCTION
1. Observation, Imitation and Practice
-individual training
2. Apprenticeship
-youngs were assigned to the lord
3. Motivation
-by means of high social ideas, standards, approval.

48. Training Preparation For Knighthood

49. • Knighthood grew up as apart of the feudal
system, and they are become less important in
warfare during 1400s.
• A young boy in training to be a knight spent
the first years in care of his family, during this
time he learned to ride a pony and care for
horses.

50. 1. THE PAGE
at 7 assigned to female teacher
household of another knight
handle small weapons
code of courtesy and behavior

51. 2. THE SQUIRE
at 14 assigned to a knight
serve in the kitchen
maintenanace of knights weapon
guarding prisoners
rode his master into battle and took part in
the fight

52. 3. THE KNIGHT
at 21 any could bestow knighthood on another
recieved sword, weapons from the king
spent the entire night in meditation and
prayer
accolade-meaning neck.
“I dub you knight.”

53. F. CONTRIBUTION TO EDUCATION
1.Use of Vernacular as a
tool of teaching.
2.The emphasis placed on the
learning of Social Graces,
rules of etiquette or good
manners and right conduct.