- EARLY CHRISTIAN

EDUCATION
- THE MEDIEVAL CONCEPT OF
POLITICAL AND ECONOMIC
EDUCATION
- MUSLIM EDUCATION
 EARLY
CHRISTIAN
EDUCATION
During this era Christianity arose.

CHRISTIANITY - Is the religion based on the

life and teachings of Jesus Christ.

Roman Catholic church was the “Center of

Education and Literacy”
Constantine I The Great
•First emperor who converted to
Christian.
•Recognized Christianity as the
Official State Religion.
•The Roman Catholic church rose
to power.
 AIMS OF EDUCATION
 Moral regeneration of the
individual is the primary aim of
Early Christian Education.
Salvation
 TYPES OF EDUCATION

Moral training was to develop the moral virtues.

Spiritual training was to develop faith in God
and Christ and to develop spiritual virtues
Music education was in connection with psalm
and hymn used in Church services.
 AGENCIES OF EDUCATION
& CONTENTS STUDIED
 Home
 Church
 Catechumenal Schools
 Cathedral Schools
 Monastic Schools
 Catechetical Schools
 METHODS OF
INSTRUCTION
 Catechetical Method is a question and answer method.
 The pupil had to memorize the answers to the questions prepared and
given by the teacher.
 Expositions and exhortation
 Parable method or short allegorical stories to convey moral truths, lessons,
practical, familiar practices in social life, language understood by people
in all social strata. (One of Jesus well known parables, The Prodigal Son,
is found in St. Luke 15:11-32)
 OUTSTANDING CONTRIBUTIONS
TO EDUCATION & CIVILIZATION
 The ideal humanitarianism of Christ had imparted to the ancient society a
new spirit of hopefulness. He proclaimed to the world a new conception of
the individual and his social responsibility (universal brother hood of men)
 Equality before God was expounded in education regardless of sex, status,
and race.
 Revolutionized society through a system of morality with fuller recognition
of the integrity of the human personality.
 The conversation of more than one-half of the world into Christianity.
 The Medieval Concept of
Political and Economic
Education
• During the Middle ages, chivalry and the guild was
formed into a type of education. Both were Political and
economic in nature which conditions in Europe at that
period. In this system education among the nobility
(the warlords, lords, vassals, and sub vassals) for the
entrance of aristocracy was structured. While the serfs
or peasants has a little chance of education at all.
 1. Political Aspect
•Lesser warlords mean other warlords
placed themselves under the greater one
and so on down the line. The political
relationship formed themselves under the
protection of lowest sub vassal.
 2. Economic Aspect
• The peasants or serf serve as the one who
fam and pay a rent to the land handled by
their warlords. The payment for rent is
forwarded to the lord and the great lord until it
reaches to the King who owned all the lands.
 MONASTICISM
• Special form of religious
community
• Followers practically
separate themselves from
ordinary way of living.
• Abiding by their vows of
poverty, chastity and
obedience.
 MONASTICISM
Aims of Monastic Education

1.Spiritual
2.Moral
3.Spiritual knowledge
 MONASTICISM
Curriculum
A. Trivium – Grammar, Dialectic and
Rhetoric
B. Quadrium – Geometry,
Arithmetic, Music and Astronomy
 MONASTICISM
Methods of Instruction:
1. Cathechetical
2. Dictation
3. Memorization
4. Language
5. Discipline
6. Meditation and contemplation
 MONASTICISM
Contributions:
1. Preserving culture of Christian
Monasteries
2. Opposing vices and corruption
3. Taming warlike spirits of people
4. Giving dignity on labor
SCHOLASTICISM
• It is a system that
emphasized the use of
reason in exploring
questions of philosophy
and theology
• It tried to prove the truth
of the Christian Doctrine
 SCHOLASTICISM
Aims of Education: Types of Education:
1. Intellectual 1. Religious Education
discipline 2. Intellectual
2. Faith by reason Education
 SCHOLASTICISM
Curriculum Methods of Instruction:
1. Theology 1. Lecture, repitition,
2. Religious disputation and
Philosophy examination
2. Scholastic method
3. Aristotellian Logic
 SCHOLASTICISM
Contribution
•Organization of universities
•Emphasis of intellectual
training
CHIVALRIC EDUCATION
•It is an education that was
physical, social and military in
nature.
CHIVALRY EDUCATION
 Aims of Chivalric Education
1.Morality
2.Responsibility
3.Horsemanship
4.Gallantry
5.Religiosity
6.Social graces
CHIVALRY EDUCATION
 Types of Education:
1.Reading, writing and literary
training
2.Social training
3.Military training
CHIVALRY EDUCATION
 Methods of Instruction:
1. Observe, imitation and practice
2. Apprenticeship
3. Motivation and discipline
CHIVALRY EDUCATION
 Contribution:
• Use of Vernacular
•Learning social graces and
etiquette
GUILD SYSTEM OF EDUCATION
• An association of people who had common interests, or who are
engaged in the same work
• People performed charitable, religious, and social guilds.
• Towards the end of Middle Ages, considerable social and
cultural changes were brought by economic changes.
(Crusade, Trade and Commerce, Development of
Transportation, trading and banking, lifestyle, needs and
luxuries)
• In medieval cities, craftsmen tended to form associations
based on their trades, Confraternities of textile workers,
masons, carpenters, carvers, glass workers, each of
whom controlled secrets of traditionally
• Confraternities often formed to prevent or oppose a
guild forming in an industry. Usually, the founders were
free independent master craftsmen who hired
apprentices
 Types of Guild
 Merchant Guild
 Craftsman Guid
 THE GUILD SYSTEM
 Aims of Education:
1. preparation for commercial
and industrial life
2. Vocational preparation
 THE GUILD SYSTEM
 Types of Education:
1. Vocational
2. Reading and writing
3. Religious Education
 THE GUILD SYSTEM
 Methods of Instruction:
1. Observation, imitation, practice
2. Dictation, memorization,
cathechetical
3. discipline
 THE GUILD SYSTEM
 Agencies of Education:
1. Burgher
2. Chantry
3. Guild
 THE GUILD SYSTEM
Organization: The stages of the Development
of Craftsmen
1.Apprentice- the boy was assigned to a master that
would teach him. In return, the boy had to work hard
and serve his master.
2.
Journeyman- the young worker would travel and paid
as laborer and go to different masters.
3.Master Craftsman- After the journeyman had proven
his worth, then he became a master , a full pledge
member of the guild.
 GUILD SYSTEM Contribution:
1. Vocational Training
2. Apprenticeship
 MUSLIM
EDUCATION
Muslim – also spelled Moslems.
- Are people who practice the religion of Islam,
preached by Muhammad in A.D. 600’s.
- It is an Arabic word that means one who submits (to
God). Allah is the name of the God of Islam.
- They have been called the standard bearers of
learning during the Middle Ages.
Koran – their holy scripture.
 AIMS OF EDUCATIONS
 Religious.
 Practical.
 Scientific.
 Initiative and Welfare.
 TYPES OF EDUCATION
 Religious education
 Professional education.
 Vocational education
 Avocational training
 Science education
- Mosques was the earliest educational setting where education was largely based on the
Koran.
- Later Kuttab were developed where teaching was done in the house of the teacher.
Reading and writing were taught.
- At the age of five, the children entered Elementary School which admitted both boys
and girls, rich or poor, free of any fee. The elementary schools attached to the mosques.
- After three years in school, the children of the poorer stopped and engaged in some
trade of industry. The rich children continued their study until they reached the age of
fourteen and entered secondary schools.
- These school were divided into twenty-four or thirty rooms, each accommodating four
students.
- Special department were created for various sciences which were fully equipped.
 METHODS OF
INSTRUCTION
Repetition and drill.
Memorization and imitation.
Lecture, observation, and
experimentation.
 OUTSTANDING CONTRIBUTIONS TO
EDUCATION
 Replacing Roman numerals with figures borrowed from Hindus using
zero and decimal system of notation that gave digits the value of position.
Writing and computing big numbers were simplified.
 Algebra trigonometry in the field of mathematics.
 Using laboratory and experimental method in the teaching of science.
 Studying the practical application of science in any human activity in
order to improve the quality of human life.
 Placing importance in the library as a center of learning.
Thank You! 