Renaissance Period PDF

**Chapter 6: Renaissance Period** **1. The Renaissance: Overview** - ***Definition:*** The Renaissance was a great cultural movement that **began in Italy** and later spread to England, Germany, the Netherlands, and Spain. - ***Meaning:*** The Latin word renascere means **\'to be rebo...

**Chapter 6: Renaissance Period** **1. The Renaissance: Overview** - ***Definition:*** The Renaissance was a great cultural movement that **began in Italy** and later spread to England, Germany, the Netherlands, and Spain. - ***Meaning:*** The Latin word renascere means **\'to be reborn.\'** - ***classical Antiquity:*** This period drew heavily from the culture of **ancient Greece and Rome**. - ***Humanism:*** The most significant intellectual movement during the Renaissance, focusing on **human potential and achievements**. **2. Humanism** - Humanists: [Scholars and artists] who **studied various subjects to better understand humanity**. Subjects of Study: - **Literature and Philosophy**: Focused on the **civilizations of ancient Greece and Rome**. - **Philology**: The science regarding the **meaning and history of words**. - **History**: Emphasized the **study of the actions of noble and wise individuals.** **3. Italian Humanism** - Renaissance: Began in Italy, the cradle of **Greco-Roman culture and traditions**. **4. Aims of Education during the Renaissance** - **Academic Freedom:** Limited by institutions such as **churches, lords, and guilds**. - **Abundant Living:** Aim to develop **individuals with versatile skills**. - **Liberal Education:** Pursued to **create well-rounded personalities**. - **Agencies of Education:** - **Lower/Elementary Schools: For [beginners].** - **Secondary or Court Schools: Equivalents of [modern preparatory schools].** - **Universities: Promoted humanistic values.** **5. Methods of Instruction** - **Lecture:** Minimum use due to in**creased availability of books**. - **Writing Themes:** Skill **development in writing**. - **Self-Expression:** **Encouraged personal expression**. - **Critical Thinking:** Emphasized **analysis and reasoning**. - **Mental and Physical Activity:** Balanced **approach to education**. - **Discipline:** Structured **methods to maintain focus**. **6. Contributions** - **Secondary Schools**: Established to **promote advanced education**. - **Modern Academic Freedom:** Development of the **concept of educational freedom**. - **Recognition of Individual Differences:** **Adaptation to varied student needs**. **7. Northern Humanism** - **Characteristics:** Emphasized **piety and social reform**. **Leading Figures:** - **Desiderius Erasmus:** A **notable Christian humanist** known for his scholarly works. **Aims of Northern Humanism:** - **Social and Religious:** Focused on **moral reform**. - **Literacy Improvement:** Aim to **eliminate ignorance**. - **Democratic Ideals:** Promoted **civic engagement**. **8. Agencies of Education in Northern Humanism** - **Elementary Schools: [Basic education for all.]** - **Secondary Schools: [Predominantly male students].** - **Universities: [Higher education available mainly for males].** **9. Content of Education** - **Biblical and Classical Literature:** Essential texts for **moral and intellectual development.** - **Church Catechism**: Religious teachings for l**iturgical understanding**. - **Hebrew Language:** Promoted to read **sacred texts in original languages**. - **History, Geography, and Science:** **Broader educational scope**. **10. Methods of Instruction in Northern Humanism** - **Ciceronianism:** Emphasis on **classical literature for teaching**. - **Memorization and Grammar Rules:** **Formalized learning structures**. - **Religious Indoctrination:** **Robust integration of religious teachings**. **11. The Reformation** - **overview: A significant religious movement leading to the establishment of Protestantism.** **Key Figure:** - **Martin Luther: A [German monk] who protested against [certain Catholic Church practices].** [95 Theses: Posted in 1517, criticizing church practices and sparking the Reformation.] **12. Causes of the Reformation** - **Religious Causes:** - **Corruption within the church\'s financial practices.** - **Deterioration of the religious life of the church.** - **Sacraments celebrated without meaning.** - **Cultural Causes:** - **Increased education outside of the clergy;** people studied G**reek and Hebrew to better understand the Bible.** - **Political Causes:** - **Growth in power of kings over church and state authority.** - **Economic Causes:** - **Rise of wealthy, independent cities.** **13. Development of Reformation** Steps: - **Initiated by Luther with his 95 Theses.** - **Excommunication by Pope Leo X, labeled heretic.** - **Edict of Worms declared Luther an outlaw.** - **Spread of reform ideas by figures like John Calvin.** **14. Protestant School System** - **Vernacular Schools: Made compulsory to promote education.** - **Secondary Schools: Helped in the reformation for broader access to education.** - **University Schools: Focused on training future leaders.** **15. Methods of Instruction in Protestant Schools** - **Ciceronianism and Memorization: Similar methods to those in Northern Humanism.** - **Excessive Formalism: Rigid educational structures.** **16. Catholic Counter-Reformation** **Definition: A movement aimed at internal renewal within the Catholic Church.** **Aims and Goals:** - **Rebirth of faith and reassessment of church principles.** - **Establish Jesuit leadership training and education for the poor.** - **Promote spiritual salvation through Jansenist beliefs.** **17. Agencies of Education during Counter-Reformation** - **Elementary Schools: Run by Christian Brothers for basic education.** - **Secondary Schools: Increased emphasis on advanced education.** - **Higher Schools: Promoted high-level learning and leadership skills.\ ** **16^th^- 20^th^ century** **JOHN AMOS COMENIUS** biography: - Born on March 28, 1592 in Moravia. - Protestant Moravian member of Bohemian Brethren - Educational reformer and writer. - "**The teacher of nations.**" - He lost his parents at the age of 10. - He studied in Herborn Gymnasiumin the Nassau (now part of Germany) for 2 years - Died on November 15, 1670 in Netherlands. **WORKS** **Orbis Pictus Sensualium** - Is a **world of sensible things pictured**, an image illustration in a book **the great didactic** - It encompassed **Christian world view in learning from God** **Janua Linguarum Reserata** - a textbook that described **useful facts** about the world in **both Latin and Czech** **CONTRIBUTIONS** **general philosophy** - [Education according to nature"] **holistic approach** - The notion of "[wholeness" or "universality"]. **janua linguarum reserata** - The [Gate of Tongues Unlocked] **JOHN LOCKE** - the **father of english empiricism** **BIOGRAPHY** - Born on 29th of August 1632 in Wrington, England - He spent his childhood in West Country - His parents are both Puritas - He studied at Westminster School in London and then Christ Church, University of Oxford - At Oxford, he studied medicine, which would play a central role in his life - Locke\'s writings **helped found modern Western philosophy** - He became a highly influential philosopher, writing about such topics as **political philosophy, epistemology, and education** - Died on 28 th of October 1704 at the aged of 72 in Oates, England **EDUCATIOANL PHILOSOPHY** **disciplinism** - educational approach aiming to **foster effective thought and action by discipline**. **dualism** - mental phenomena are in some aspects, non-physical, or that the **mind and body are distinct and separable** **empirical theory of knowledge** - It states that the mind is a **tabula rasa (black slate)** that humans **fill with ideas** as they **experience the world throughout their five senses** **WORKS** **Two Treatises Of Government** - [First Treatise] defended the **theory of divine right of kings** and [Second Treatise] is **political power** **An Essay Concerning Human Understanding** - explains that the essay is not offered as a contribution to knowledge itself but as a means of **clearing away some of the intellectual rubbish** that stands in the way of knowledge. **CONTRIBUTIONS:** 1. Doctrine that brought scientific discoveries on which the modern world depends 2. Philosophical empiricism 3. liberalism **FRANCIS BACON** - **inductive** **method of teaching** **BIOGRAPHY:** - Born on January 22, 1561 in London - A lawyer, statesman, philosopher, and master of the English tongue. - His father Nicholas Bacon had risen to become lord keeper of the great seal. - From 1573 to 1575 Bacon was educated at Trinity College, Cambridge, but his weak constitution caused him to suffer ill health there - In 1576 Bacon had been admitted as an"ancient" (senior governor) of Gray's Inn,one of the four Inns of Court that served asinstitutions for legal education, in London - Died on April 9, 1626 in London. **WORKS**: **novum organum** - the p**rocess of inductive teaching method** **new atlantis** - utopian novel that portrayed a vision of the **future of human discovery and knowledge**, **expressing his aspirations and ideals for humankind**. **letter of advice to queen elizabeth** - indicated his political interests and showed a **fair promise of political potential** by reason of their **levelheadedness and disposition to reconcile**. **CONTRIBUTIONS:** 1. natural philosophy 2. inductive method 3. scientific methodology 4. idols of the mind - also known as an **intellectual fallacies** - **idols of the mind** the production of **false concepts due to human nature** - **idols of the cave** **conceptions or doctrines** which are dear to the **individual who cherishes them**, w**ithout possessing any evidence of their truth** - **idols of the market place** **false conceptions** which are derived from **public human communication** - **idols of the theater** **prejudices stemming** from received or **traditional philosophical systems** **RICHARD MULCASTER** - Born on 1531 in Carlisle, Cumberland. - English schoolmaster, many of whose pedagogical theories were not generally accepted until at least 250 years after his death - He was educated at Eton, Cambridge, and Oxford - He believed in educating at the **elementary level both boys and girls, students rich and poor.** - dedicated and effective teacher of the traditional Greek and Latin courses of study as well as topics in theatre and physical education - He married in 1560 to a woman named **Katherine Ashley** with whom he had six children - In 1561 he became the first headmaster of the Merchant-Taylors' School - Died on April 15, 1611 in Stamford Rivers, Essex. **WORKS AND CONTIBUTIONS** **Positions Concerning the Training Up of Children (1581)** - It was published on 1851. - Positions expresses some of the frustrationhe felt with the condition of schools and schooling at the time. - an introduction to the ideological debates over pedagogy in the English Renaissance. - It promotes physical education, a closer control of the student admitted into schools, and ways to improve both training and careers of teachers. **the first part of the elementarie (1582)** - First published in 1582, he wrote his **Elementarie asa guide to learning**. It is an early attempt to make English language and culture more respected and accessible. - By stabilising the language, Mulcaster hoped that English would be recognised by scholars for its richness and vitality. - He wrote: I do not think that anie language,be it whatsoever, is better able to utter all arguments,either with more pith, or greater planesse, than our English tung is, if the English utterer be as skillfull in the matter, which he is to utter **FRANCOIS FENELON** **BIOGRAPHY** - Born on August 6, 1651 in Aquitaine, France. - **French archbishop, theologian, and man of letters** whose liberal views on politics and education. - His pedagogical concepts and literary works ,nevertheless, exerted a l**asting influence on French culture.** - Fenelon began his higher studies in Paris about 1672 at Saint-Sulpice seminary - He was the instructor of Duc de Bourgogne,grandson of Louis XIV. - Anxious about his spiritual life, Fénelon sought an answer from the Quietist school of prayer. - During the period of his popularity in official circles, Fénelon enjoyed various honours, including his election to the French Academy in 1693 and his selection as archbishop of Cambrai in 1695 - Died on January 7, 1715 in Cambrai, France. **WORKS AND CONTRIBUTIONS** **traite de l' education des filles (1687)** - Also known as, **"Treatise on the Education of Girls"**. - Is the treatise submitted innovative concepts on the **education of females and criticized the coercive methods of his day.** - It is filled with s**ound wisdom on the ample subject** of rearing **both daughters and sons**. - It is also filled with **proverbs and archbishop's insights** into the **psychology of a young mind** **Les aventures de telemaque (1699)** - Also known as, "**The Adventures of Telemachus."** - The adventures of **Telemachus in search of hisfather, Ulysses,** symbolically expressed **Fénelon's fundamental political ideas.** - The slender plot fills out a gap in Homer\'s Odyssey,recounting the educational travels of Telemachus,son of Ulysses, accompanied by his tutor, Mentor,who is revealed at the end of the story to be Minerva, goddess of wisdom, in disguise. - The **tutor Mentor is arguably the true hero of the book**, much of which is given over to his speeches and advice on how to rule **WOLFGANG RATKE** **BIOGRAPHY** - Born on October 18, 1571 in Holstein, Germany - German educational reformer, whose pioneering achievements laid the Groundwork for the work of Comenius. - He was educated in Hamburg, and he studied theology (without obtaining a degree)at the University of Rostock - He abandoned a possible career in the clergybecause of his inadequacy at public speaking. - He spent as a private teacher in Amsterdam,where he began to develop his new teaching system, based largely on Francis Bacon's concepts of inductive reasoning - From 1614 to 1622 he tried to establish hispedagogical system but failed due to the unprecedented nature of his concepts and hostility of the Roman Catholic Church - Though unable to put his ideas into successful practice, made major contributions to education by formulating a number of important reform principles. - He suffered from paralytic stroke and died aftertwo years on April 27, 1635 in Erfurt, Germany **WORK AND CONTRIBUTIONS** **FIVE REFORM PRINCIPLE** 1. learning through experience 2. learning through repetition 3. proceeding from the concrete to the abstract 4. perfect knowledge of native language before learning foreign tongues 5. master one concept before moving to another **MARTIN LUTHER** **BIOGRAPHY** - Born on November 10, 1483 in Eisleben,Germany. - **Inaugurator of protestant reformation** - German professor of theology, priest, author, composer, Augustinian monk, and a seminal figure in the Reformation - He began the study of theology at the University of Erfurt. Transferred to the Augustinian monastery at Wittenberg in the fall of 1508 - Luther married a former nun and they went on to have six children - his 95 theses, Luther condemned the excesses and corruption of the Roman Catholic Church, especially the papal practice of a**sking payment---called "indulgences"---for the forgiveness of sins**. - Luther refused to recant his \'95 Theses\' and was excommunicated from the Catholic Church - Died on February 18, 1546 in Eisleben, Germany. **WORKS AND CONTRIBUTIONS** **MARTIN LUTHER BIBLE** - The Martin Luther Bible translation was begun at the Wartburg castle, where he was held prisoner by Frederick the Wise of Saxony for his own safety from May, 1521 to April, 1522. - Luther had published his German translation of the New Testament in 1522, and he and his collaborators completed the translation of the Old Testament in 1534,when the whole Bible was published. - Luther tailored his translations to his own doctrines; **the Mentelin Bible and Koberger Bible**. - Martin Luther continued to revise his Bible translation for the rest of his life, publishing the last edition in 1545, just a year before his death. **SAINT JOHN BAPTISY DE LA SALLE** **BIOGRAPHY** - Born on April 30, 1651 in Reims, France. - He founded the Institute of the Brethren of Christian Schools (La Salle Schools)that aimed to teach the poor and the underprivileged - He received the tonsure at age eleven andwas named Canon of the Reims Cathedralat sixteen\' - He abandoned his family home, moved in with the teachers, renounced his position as Canon and his wealth. - Perceived the absurdity of retaining Latin texts to teach the art of reading. - In 1900 John Baptist de La Salle was declared a Saint - In 1950, because of his life and inspirationalwritings, he was made Patron Saint of all thosewho work in the field of education. - Died on April 7, 1719 in Rouen, France. **WORKS AND CONTRIBUTIONS** - **INSTITUTE OF THE BROTHERS OF THE CHRISTIAN SCHOOLS** - forms community with the other members of theInstitute, and they all commit themselves to"keep Christian Schools together and by association",especially for the service of the poor. - is a "layman" and does not aim at the priesthood,because his ministry does not involve carrying out thesacred functions of the liturgy or administering thesacraments. - the first Roman Catholic congregation of malenon-clerics devoted solely to schools, learning, andteaching - **Les Devoirs d'un Chrétien (The Duties of a Christian)** - **La Conduite des écolesChrétiennes (The Conduct ofChristian Schools** **18th-19th CENTURY (CHILD CENTERED EDUCATION)** **JOHANN HEINRICH PESTALOZZI** - Born on January 12, 1746 in Zurich, Switzerland. - His father died when he was young, therefore he was raised by his mother and older sister - He first attended a local primary school and then took the preparatory course in Latin and Greek at the Schola Abbatissana and the Schola Carolina. - Advocated education of the poor and emphasized teaching methods designed to strengthen the student's own ability - Pestalozzi was influenced by Jean Jacques Bodmer, an historian and literary critic, and join the Helvetic Society, an association committed to Bodmer\'s ideals - In 1767 Pestalozzi studied scientific agriculture with Johann Rudolf Tschiffeli and soon married to Anna Schulthess. - In 1774, Pestalozzi established his first institute, a self-supporting agricultural and handicraft school at Neuhof - Died on February 17, 1827 in Brugg, Switzerland. **WORKS AND CONTRIBUTIONS** **Die Abendstunde eines Linsiedlers (1780)** - "The Evening Hour of a Hermit" - He outlines this fundamental theory thateducation must be "according to nature". - Security in the home is the foundation of man'shappiness **Lienhard und Gertrud 1781)** - It was a literary success as the first realistic representationof rural life in German and was written for "people". - It describes how an ideal woman exposes corruptpractices and, by her well-ordered homelife, sets a modelfor the village school and the larger community. - The important role of the mother in early education is arecurrent theme in Pestalozzi's writings. **Gertrud ihre Kinder lehrt (1801)** - It was a critique of conventional schooling and aprescription for educational reform. - It contains the main principles of intellectual education. - Such schools were to educate individuals who were wellrounded intellectually, morally, and physically. - Although the teaching method is treated in greater detail,Pestalozzi considered moral education preeminent. **PESTALOZZI'S METHOD** - Children need an emotionally secure environment as the setting for successful learning - Instruction should follow the generalized process of human conceptualization that begins with sensation. **ANSCHAUUNG PRINCIPLE** - is a process that involved forming clear concepts from sense impressions. - Pestalozzi designed object lessons in which children, guided by teachers, examined the form (shape), number(quantity and weight) of objects, and named them after direct experience with them. - Object teaching was the most popular and widely adopted element of Pestalozzianism **FRIEDRICH WILHELM AUGUST FROEBEL (father of kindergarten)** **BIOGRAPHY** - Born April 21, 1782 in Oberweissbach, Thuringia (southern Germany). - His mother died 9 months after he was born and his dad remarried when he was four - He was the founder and created the concept of kindergarten or children garden. - From the years 1798 to 1800, he was as an apprentice to a forester and surveyor in Neuhaus. - Froebel are student of Pestalozzi who laid the Foundation for Modern Education based on the recognition that children have unique needs and capabilities - In 1805, Anton Gruener, headmaster of the Pestalozzian Frankfurt Model School, hired Froebel as a teacher - Died on June 21, 1852 in Mariental, Germany. **WORKS AND CONTRIBUTIONS** **Menschenerziehung** - identifies the fundamental principles upon which he based his now-ubiquitous kindergarten system. - Froebel articulated the following idealist themes: (1) all existence originates in and with God; (2) humans possess an inherent spiritual essence that is the vitalizing life force that causes development; (3) all beings and ideas are interconnected parts of a grand, ordered, and systematic universe - It explains the vital inner connection between the pupil\'s mind and the subject of study **The Pedagogics of Kindergarten** - a collection of practical applications of Froebel\'s ideas about education to young children, which was collected and published in 1861. - Proceeding from a sympathetic consideration of the child's physical and mental impulses Froebel shows how its play may be so directed from the earliest stages onward as to develop harmoniously the various conceptions, and reasoning processes incident to education **FROEBEL'S METHOD** - Froebel Approach stresses that: play drives learning. Play meets the biological need to discover how things work. Children can only learn what they are ready for. **FROEBEL'S GIFT** - Froebel developed a specific set of twenty \"gifts\" and \"occupations\". The gifts are intended to give the child from time to time new universal aspects of the external world, suited to a child\'s development - The first gift is a soft ball or yarn ball in solid color, which is the right size for the hand of a small child - The second gift originally consisted of two wooden objects, a sphere and a cube. Froebel called this gift \"the child\'s delight\", since he observed the joy of each child discovering the differences between the sphere and cube - The familiar shape of the cube is now divided into eight identical beechwood cubes, about one inch along each edge, which is a convenient size for the hand of small child. This is the first building gift - This second building gift at first appears the same as in Gift 3,but a surprise awaits the child when the pieces are pulled apart. - This building gift consists of more cubes, some of which are divided in halves or quarters - A set of more complex wooden blocks that includes cubes, planks, and triangular prisms - The other gift's of Froebel contains paper folding and cutting; construction with cardboard; painting and drawing; line work with string, developing into weave ring and interlacing; modeling with clay, beeswax, sand and even snow **JEAN - JACQUES ROUSSEAU (FATHER OF MODERN DEMOCRACY)** **BIOGRAPHY** - Born on June 28, 1712 in Geneva, Switzerland. - He was an 18th century philosopher who later became known as a revolutionary philosopher on education and a forerunner of Romanticism - Rousseau's mother died nine days after his birth, with the consequence that Rousseau was raised and educated by his father until the age of ten. - He is one of the most influential thinkers during the Enlightenment in 18th century Europe - Rousseau left the city at the age of sixteen and came under the influence of a Roman Catholic convert noblewoman, Francoise-Louise de laTour, Baronne de Warens. - Rousseau then spent a brief period training to become a Catholic priest before embarking on another brief career a an itinerant musician, music copyist and teacher - In 1745, Rousseau met Thérèse Levasseur, a barely literate laundry-maid who became his lover and, later, his wife - Died on July 2, 1778 in Ermenonville, France. **WORKS AND CONTRIBUTIONS** **the social contract** - Rousseau sets out to answer what he takes to bet he fundamental question of politics. - the influential 18th-century philosopher Jean-Jacques Rousseau addresses two interrelated questions that play a core role in social philosophy: how can people remain free while living under the authority of a state, and what makes such a state power valid (or legitimate)? - Rousseau brieflins the purpose of his book and declares: "man is born free, and he is everywhere in chains **emile or on education** - is essentially a work that details Rousseau's philosophy of education. - is unique in one sense because it is written as part novel and part philosophical treatise. - Rousseau's aim throughout is to show how a natural education, unlike the artificial and formal education of society, enables Émile to become social, moral, and rational while remaining true tohis original nature **julie or the new heloise** - The work tells the story of Julie d'Etange and St.Preux, who were one time lovers. - Later, at the invitation of her husband, St. Preux unexpectedly comes back into Julie's life. - The major tenets of his thought are clearly evident; the struggle of the individual against societal norms, emotions versus reason, and the goodness of human nature are all prevalent themes **ANN FRIEDRICH HERBART (modern scientific pedagogy)** **BIOGRAPHY** - Born on 4 May 1776 in Oldenburg, Germany. - A German philosopher, psychologist, and founder of pedagogy as an academic discipline. - Herbart was taught by his mother at home until the age of 12 - He continued his schooling at the' Gymnasium' for six years, and showed interest in philosophy, logic and Kant\'s work involving the nature of knowledge obtained from experience with reality. - His education then continued at University of Jena, whereupon he studied philosophy. - After years, Herbart went on to study Greek and mathematics at Bremen for three years, and then eventually moved on to attend Göttingen from 1801 to 1809. - His skills and expertise relates to philosophy, psychology, and metaphysics - Died on August 14, 1841, in Göttingen, Germany. **CULTURE EPOCH THEORY** - is a 19th- and early 20th-century theory that assumes human development to recapitulate or mirror the historical development of the human race. - based on the premise that the growth of children corresponds to the development of culture through the ages **HERBARTIANISM** - herbart's ABC of sense- perception and minor pedagogical works - He teaches that the chief object ofinstruction is to secure the reaction ofthe mind upon what is offered to sense-perception **universal pedagogy** - Also known as Allgemeine Pädagogik which advocated five formal steps in teaching **FIVE FORMAL STEPS IN TEACHING** **preparation** - a process of relating new material to be learned to relevant past ideas **presentation** - presenting new material by means of concrete objects or actual experience. **association** - assimilation of the new idea through comparison with former ideas to implant the new idea in the mind **generalization** - designed to develop the mind beyond the level of perception and the concrete **application** - every learned idea becomes apart of the functional mind and an aid to a clear, vital interpretation of life **19th-20th CENTURY (democratization of education)** **PEDRO POVEDA CASTROVERDE** **BIOGRAPHY** - Born on December 3, 1874 to a Christian family in Linares, Spain. - He perceive to become a priest ever since he was a child - In 1889, Poveda entered the diocesan seminary in Jaén (a city in Spain) but dueto financial problems, he transferred to Diocese of Guadix, Granada, where the Bishop had offered him a scholarship - in 1906, he was appointed canon of the Basilica of Covadonga in Asturias. - In 1911, he opened the St. Teresa of Avila Academy as a residence for students and the starting point of the Teresian Association. - The following year, he joined the Apostolic Union of Secular Priests and started a new pedagogical center sand some periodicals - To advance his work, Father Poveda moved to Jaén, where he taught in the seminary, servedas spiritual director of Los Operarios Catechetical Centre, and worked at the Teacher Training College - Died on July 28, 1936 in Madrid, Spain. **WORKS AND CONTRIBUTIONS** **teresian association** - His major contribution to education, the Teresian Association, was named after St. Teresa of Avila, a woman of learning, a doctor of the Church, and a teacher of prayer. - Its aim is to invite men and women to work for a social and human transformation, in accordance with Gospel values, from the platform of their own professions, especially those related to the fields of education and culture. - Its objective is the human promotion of individuals and the transformation of unjust structures by means of an education and culture imparted from a Christian perspective. **st. pedro poveda college** - it was opened in 1960, and managed by the first Spanish and Filipino members of the Teresian Association. - known before as INSTITUCIÓN TERESIANA in Manila. - On December 3, 1974, the birth centennial of Pedro Poveda, Institución Teresiana School changed its name to POVEDA LEARNING CENTRE as atribute to him. - When the school was first established, its education is for Kinder and Primary classes only. In the late 60sand early 70s, it then offered Preschool, Elementary and High School Education. **JOHN HENRY NEWMAN** **BIOGRAPHY** - Born on February 21, 1801 in the city of London. - a divine, philosopher, man of letters of the19th century and leader of the Tractarian Movement - As a young man, he continued his studies at Trinity College, Oxford and came under the influence of other colleagues who taught him to think critically about theology. - He was elected to a coveted Fellowship of leading Oriel College - He was ordained and worked as a curate and later a Vicar of the University Church and hada charismatic influence on his parishioners and members of the community. - He withdrew from Oxford then led a very strict religious life, praying for light and guidance for three years. - in 1879, Pope Leo XIII made John Henry Newman a Cardinal in tribute to his extraordinary work and devotion - Died on 11 August 1890 in Edgbaston, Birmingham, United Kingdom **WORKS AND CONTRIBUTIONS** **tracts for the times** - Those who supported the Tracts were known as Tractarians who asserted the doctrinal authority of the catholic church to be absolute, and by "catholic" they understood that which was faithful to the teaching of the early and undivided church. - They published their ideas on the theological, pastoral, and devotional problems that they perceived within the church. - They believed the Church of England to be such a catholic church **Apologia pro Vita Sua (Apology for His Life)** - From the sense of frustration engendered by these experiences Newman was delivered in 1864 by an unwarranted attack from Charles Kingsley upon his moral teaching. - a memorable account of his spiritual development that is an acknowledged classic of both religious autobiography and English prose. - the Apologia transcends self-justification to explore the very nature of Christianity and its place in the modern age **Lectures on the Doctrine of Justification** - Newman attempts to find a via media between justification by faith and by works. - His emphasis on sanctification and his suspicion of a merely imputed righteousness is marked by a return to an emphasis on the imparted righteousness of the indwelling Christ. - Newman maps out an alternative to the competing claims of justification by faith vs. justification by works **An Essay in Aid of a Grammar of Assent** - This classic of Christian apologetics seeks to persuade the skeptic that there are good reasons to believe in God even though it is impossible to understand the deity fully. - He expounds a theory of cumulative arguments and the process of the \"illative\" sense of moral judgment to defend the moral propriety and intellectual integrity of faith. - It retrains one of the most important analyses of religious belief. **Idea of a University** - The Idea of a University is a collection of two books, derived from a variety of source materials, that are famous for their interrogation of three primary themes pertaining to university life: 1) the nature of knowledge; 2)the role of religious belief in higher education; and 3) a defense of liberal education for university students. - He passionately defends a liberal education that prizes the development of individual intellect over institutional measurement and narrowly-defined skill development. - He argues for potential of the university to bring together diverse perspectives and areas of expertise in service of greater understanding **JOHN DEWEY** **BIOGRAPHY** - Born on October 20, 1859 in Vermont, USA. - He was the third of the couple's four sons, one of whom died as an infant - Dewey's mother, the daughter of wealthy farmer was a devout Calvinist. - a founder of the philosophical movement known as pragmatism, a pioneer in functional psychology, and a leader of the progressive movement in education in the United States - Dewey graduated with a bachelor's degree from the University of Vermont in 1879. - After receiving a doctorate in philosophy from Johns Hopkins University in 1884, he began teaching philosophy and psychology at the University of Michigan - In 1894 he joined the faculty of philosophy at the University of Chicago, where he further developed his progressive pedagogy in the university's Laboratory Schools. - Died on June 1, 1952 in New York. **WORKS AND CONTRIBUTIONS** **Democracy and Education (1916)** - First published in 1916, Democracy and Education is regarded as the seminal work on public education by one of the most important scholars of the century. - Democracy and Education addresses the challenge of providing quality public education in a democratic society. - In this classic work Dewey calls for the complete renewal of public education, arguing for the fusion of vocational and contemplative studies in education and for the necessity of universal education for the advancement of self and society **how we think (1933)** - Dewey shares his views on the educator's role in training students to think well. - Basing his assertions on the belief that knowledge is strictly relative to human interaction with the world, he considers the need for thought training, its use of natural resources, and its place in school conditions; inductive and deductive reasoning, interpreting facts, and concrete and abstract thinking; the functions of activity, language, and observation in thought training; and many other subjects **experience and education (1938)** - Experience and Education is the best concise statement one education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. - His book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. - He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deep ed and larger issues of education rather than in terms of some divisive \"ism\" about education, even such an \"ism\" as \"progressivism **experience and nature (1929)** - Explores the relationship of the external world, the mind and knowledge. - is intended to signify that the philosophy here presented may be termed either empirical naturalism or naturalistic empiricism, or, taking \"experience\" in its usual signification, naturalistic humanism. - An empirical method which remains true to nature does not \"save\"; it is not an insurance device nor a mechanical antiseptic **MARIA MONTESSORI (PHILOSOPHY OF EDUCATION)** **BIOGRAPHY** - Born on August 31, 1870 in Chiaravalle, Italy. - Her father, Alessandro Montessori, age 33,was an official of the Ministry of Finance working in the local state-run tobacco factory - Montessori went on to graduate with high honors from the medical school of the University of Rome in 1896. - Montessori became the director of the Orthophrenic School for developmentally disabled children in 1900 - Montessori\'s success with developmentally disabled children spurred her desire to testher teaching methods on \"normal\" children - The school, called Casa dei Bambini (or Children\'s House), enabled Montessori to create the \"prepared learning\" environment. - Once World War II began, Montessori was forced to flee to India, where she developed a program called Education for Peace. Her work with the program earned her two Nobel Peace Prize nominations - Died on on May 6, 1952, in Noordwijk aanZee, NetherlandS **WORKS AND CONTRIBUTIONS** **montessori education** - Montessori is a method of education that is based onself-directed activity, hands-on learning and collaborative play. - Emphasizing independence, it views children as naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment. - Montessori education involves free activity within a \"prepared environment\", meaning an educational environment tailored to basic human characteristics, to the specific characteristics of children at different ages, and to the individual personalities of each child. **HERBERT SPENCER** **BIOGRAPHY** - Born on 27 April 27,1820 in Derby, England. - The eldest of nine children, but the only one to survive infancy - From an early age, Herbert was strongly influenced by the individualism and the anti-establishment and anti-clerical views of his father, and the Benthamite radical views of his uncle thomas - in his higher education Herbert Spencer was largely self-taught. He declined an offer from his uncle, the Rev. Thomas Spencer, to send him to the University of Cambridge - From 1848 to 1853, Spencer worked as a writer and subeditor for The Economist financial weekly - in1883 Spencer was elected a corresponding member of philosophical section of the French academy of moral and political sciences. - He was well known as \"Social Darwinism\" father and proposed a theory of applying evolutionary theory to sociology, especially education and class struggle. - Died on December 8, 1903, Brighton, Sussex. **WORKS AND CONTRIBUTIONS** **principles of psychology** - Spencer elaborates his views on reasoning, perception, the nature of life, intelligence, feeling, and the will. - In this book he first expounded his ideas about both evolution of species and how behavior of the individual organism adapts through interaction with the environment. - was the first of Spencer\'s works to bring his name to prominence, not least by drawing him into the extended epistemological debate with John Stuart Mill **first principles** - First Principles was issued in 1862 as an axiomatic prolegomena to the synthetic philosophy. - an exposition of his evolutionary theory of the underlying principles of all domains of reality, which had acted as the foundational beliefs of his previous works. - According to Spencer in First Principles, three principles regulate the universe, namely the Law of the Persistence of Force, the Law of the Instability of the Homogeneous, and the Law of the Multiplicity of Effects **the man versus the state** - In this book, English libertarian sociologist Herbert Spencer sees a statist corruption appearing within the liberal ideological framework, and warns of what he calls \"the coming slavery\". - The book consists of four main chapters: The New Toryism, The Coming Slavery, The Sins of Legislators and The Great Political Superstition. - He argues that liberalism, which liberated the world from slavery and feudalism, was undergoing a transformation. **synthetic philosophy** - Synthetic Philosophy covered all scientific phenomena from the beginning of the cosmos to its end, embracing biology, psychology, sociology, and ethics. - This 'synthetic philosophy' brought together a wide range of data from the various natural and social sciences and organized it according to the basic principles of his evolutionary theory. - He advocated the theoretical concept, "survival of the fittest," and defined education as complete living **PAULA FREIRE** **BIOGRAPHY** - Born on September 19, 1921 in Recife, Brazil. - a Brazilian teacher and scholar who was a main promoter of basic instructional method - He became familiar with poverty and hunger from an early age as a result of the Great Depression. - During his childhood and adolescence, Freire ended up four grades behind, and his social life revolved around playing pick-up football with other poor children. These experiences influenced his decision to dedicate his life to improving the lives of the poor - Freire enrolled in law school at the University of Recife in 1943. He also studied philosophy, more specifically phenomenology, and the psychology of language - in 1944, he married Elza Maia Costa de Oliveira, a fellow teacher. The two worked together and had five children - in1963 he was appointed director of the Brazilian National Literacy Program, but he was jailed following a military coup in1964. - Died on May 2, 1997 in São Paulo. **WORKS AND CONTRIBUTIONS** **pedagogy of the oppressed** - First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in1970. - The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. - Freire\'s work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the under privileged and minorities in cities and urban centers is increasingly accepted as the norm. **pedagogy of the heart** - In this work, perhaps more so than any other, Freire presents a coherent set of principles for education and politics. - Pedagogy of the Heart will open new doors to the interrelations of education and political struggle. - Freire reveals himself as a radical reformer whose lifelong commitment to the vulnerable, the illiterate and the marginalised has had a profound impact on society and education toda