Education During The Middle Ages
The institution that controlled education in western Europe during the middle ages was the church. It changed in the late Middle Ages when universities began to gain more independence, the students had control.
2.) Students were expected to study the trivium and the quadrivium, which consisted of subjects such as grammar, rhetoric, and logic. It also focuses on showing appreciation for Latin classics, elegance in writing Latin verse and prose, as well as the systematic conduct of reasoning and thought. While quadrivium included arithmetic, geometry, astronomy, and music. The mathematical studies were very elementary, and astronomy was closely tied together with astrology. This was what was required in order to receive a basic education in grammar schools. While, university students tended to study the trivium and quadrivium, as well as the natural sciences as Aristotle described. The four subjects studies by those seeking to join the learned professions were arithmetic, geometry, astronomy, and music. …show more content…
3.) The comparison between the education system of the Middle Ages to a guild organization, is very similar because like the guild organization, you have to take steps toward education through scholarly ranks like bachelor, master or doctor.
Just like a guild organization has you take steps such as apprentice, journeyman, to eventually become a master.
4.) Aristotle’s impact on scholarly discourse during this time was tremendous. He created an explanation for the universe, but his thoughts were in conflict with the church. His rationality of science and constantly of the worlds behavior had to be accepted, despite his mechanistic outlook. His works led scholars to the study of the dialectic, a subject matter and a scholastic method.
5.) Aristotle’s view on realism was based on understanding, while his view on nominalism was based on radical
thought.
6.) The scholastic approach toward reconciling philosophical truth is dependent on reason. While, the scholastic approach toward reconciling theological truth is independent of human reason.
7.) Common law
8.) The study of science viewed by the medieval scholars was awoken in the early twelfth century. It had had been long held back by the crudity of mathematics. They thought science was very important for understanding more and more about the universe. In curriculum, there wasn't really a true emphasis on the importance of science. Scholasticism inhibited the study of science and humanities by using reason to clarify scripture. Instead of just going blindly with faith, it created a basis for the need of some type of reason, some type of science.
9.) The technological developments that led to an increase in the availability of books and the volume of written material was the great agent of enlightenment, paper, and also copyists.
10.) The typical medieval epic, chansons de geste, is about are a combo of history and legends, that show the noble ideas of heroism, fidelity to honor, feudal loyalty, and love of the homeland. The roman courtois filled the literary gap created by the genre by creating a new genre that explores the concepts of love and adventure that flows with chansons de geste.
2.) Students were expected to study the trivium and the quadrivium, which consisted of subjects such as grammar, rhetoric, and logic. It also focuses on showing appreciation for Latin classics, elegance in writing Latin verse and prose, as well as the systematic conduct of reasoning and thought. While quadrivium included arithmetic, geometry, astronomy, and music. The mathematical studies were very elementary, and astronomy was closely tied together with astrology. This was what was required in order to receive a basic education in grammar schools. While, university students tended to study the trivium and quadrivium, as well as the natural sciences as Aristotle described. The four subjects studies by those seeking to join the learned professions were arithmetic, geometry, astronomy, and music. …show more content…
3.) The comparison between the education system of the Middle Ages to a guild organization, is very similar because like the guild organization, you have to take steps toward education through scholarly ranks like bachelor, master or doctor.
Just like a guild organization has you take steps such as apprentice, journeyman, to eventually become a master.
4.) Aristotle’s impact on scholarly discourse during this time was tremendous. He created an explanation for the universe, but his thoughts were in conflict with the church. His rationality of science and constantly of the worlds behavior had to be accepted, despite his mechanistic outlook. His works led scholars to the study of the dialectic, a subject matter and a scholastic method.
5.) Aristotle’s view on realism was based on understanding, while his view on nominalism was based on radical
thought.
6.) The scholastic approach toward reconciling philosophical truth is dependent on reason. While, the scholastic approach toward reconciling theological truth is independent of human reason.
7.) Common law
8.) The study of science viewed by the medieval scholars was awoken in the early twelfth century. It had had been long held back by the crudity of mathematics. They thought science was very important for understanding more and more about the universe. In curriculum, there wasn't really a true emphasis on the importance of science. Scholasticism inhibited the study of science and humanities by using reason to clarify scripture. Instead of just going blindly with faith, it created a basis for the need of some type of reason, some type of science.
9.) The technological developments that led to an increase in the availability of books and the volume of written material was the great agent of enlightenment, paper, and also copyists.
10.) The typical medieval epic, chansons de geste, is about are a combo of history and legends, that show the noble ideas of heroism, fidelity to honor, feudal loyalty, and love of the homeland. The roman courtois filled the literary gap created by the genre by creating a new genre that explores the concepts of love and adventure that flows with chansons de geste.