As medieval education affected childhood
A novelty of medieval education was the special consideration of children. Unlike Greeks and Romans, children were considered as a virtue, because it was thought that they lived away from sin and therefore, in communion with Christ. This conception of children’s age led to the medieval to differentiate the teaching method for different age groups, therefore, unlike the schools of antiquity, in which there were children, adolescent and adults equally.
Alcuino de York will mark the organizational structure of the curriculum in three degrees. Basic or elementary education centered on the acquisition of basic instrumental curricular contents, that is, reading of psalter, writing, elementary notions of vulgar Latin, summary understanding of the Bible and liturgical texts, understanding of the liturgical calendar, study of liberal arts,allowing the student to make a specialization and not the mere use of resources.
Alfonso de Benavente further details the evolution of the teaching task in the four years that the study of each science endures, in the first course the traditional class model is followed, study of the text, attending to the problematic terminology and going to the teacher forproblem solving. In the second year, the student must begin to find the answers for himself. You must enhance the thoughtful reflection to create your own opinions, discern between adequate and inappropriate authors, correct and incorrect sentences. In the third year the study of definitions is insisted and the glosses are. In the room deepens those more problematic and arduous understanding issues;In addition, having a solid basis of knowledge, is the right time to participate in debates and disputes with other colleagues.
When the child is between the ageThe workers of their cut, or enroll in a school, the schools were attached to the churches, near the monasteries, the abbeys and the cathedrals.
Children attending school during the first years learn to read and write correctly, as well as to perform the main mathematical operations. As Latin grammar is perfected, teaching to control written expression, literary composition, translation, as well as etymology, synonyms, metric and literary figures;Similarly, it deepens the other liberal arts to prepare for the higher studies of Studium. In the last year, basic works comments are already carried out. In some venues, basic foundations of theology and law are also taught, especially in those in which the formation is preferably aimed at religious future.
Other centers that were dedicated to official education, to that of a specific trade of cultural importance were the schools of copyists or the scriptics (copyist workshops), played an important role of cultural transmission, both of the library culture, and in theAbility to maintain the pulse of common reading, there were also the Studia that were preparatory centers that were dictated to dictating liberal arts and the Studia solemnia where students who decided to complete theological training were prepared.
Or the university that refers, in fact, to the community that forms the body of teachers and disciples who teach and study scientific disciplines in a certain place. The institution as such receives various names in the documentation, such as Schola, Studium, Studium Universale, Studium commune but the most appealed is that of Studium Generale.
With the appearance of universities there was a cultural renewal, new subjects of study and new teaching methods such as dialectic, used in the XLL century. Similarly, there was more research and deepening through the exhibition of arguments around debate points.
We can talk about a structured organizational network that responds in most occasions to the needs than a planning. In spite of this, the school weight is undeniable, the new educational institution was organized around four faculties: one that was of basic or general content: the Faculty of Liberal Arts;and three specialized: canon law or decretals, medicine and theology.
- REFERENCES
- Alonso Salas, José (2012). General History of Education. Third Millennium Network. ISBN 978-607-733-032-5.
- Pulido, Manuel Lázaro. (2018). Educational Principles of Western Education: The Middle Ages. Brasileira Magazine of Educação. ISSN: 1413-2478. Available https: // www.Redalyc.org/article.OA?ID = 27554785017. Consultation date: October 22, 2019
- Prieto, Josué Villa. (2017). Teaching at Medieval University. Centers, methods, readings. Time and society, 26, pp. 59-131.
- Tamayo de Serrano, Clara. (2007). The cultural and educational contribution of the Middle Ages. Education and educators. ISSN: 0123-1294. Available https: // www.Redalyc.org/article.OA?id = 83410214. Consultation date: October 22, 2019.
- Villa, Joshua. (2014). Teaching at Medieval University. Centers, methods, readings. Time and Society, 26 (2017), pp. 59-131.
Leave feedback