The Influence Of Martin Luther On Education
Martin Luther was an education reformer who brought a significant transformation to the stale medieval ecclesiastical education which was controlled by the Catholic Church for far too long. Luther believed that education reform was a critical component to support and complete the religious reformation of which he was the frontrunner. The educational philosophy of Luther can be summed up as “Bible-centered” or “Biblical authority for everything”, and his rather extensive educational background shaped his view of education. (Kienel, 1989)
Luther’s own education started at home with pious parents followed by the Catholic Latin School in his early years. However, it was the teachings of the Brethren of the Common Life in his secondary school years
that greatly influenced and shaped his future educational philosophy and pedagogies. A conservative Catholic group called “The Brethren” stood against the unbiblical and corrupt practices of the Catholic Church and advocated education -basic literacy and religious education - of the common man. Some of their educational ideas included: the Scripture –based learning, excellent teacher quality, progressive pedagogies, and the biblical integration of curriculum.
After secondary school, Luther attended the University of Erfurt, where Luther developed the profound dislike for the Aristotelian teaching and humanism taught there. (Eby, 1931) Luther began an earnest quest for his spiritual life after a couple of tragic incidences in his life and decided to join an Augustinian monastery. He struggled a lot spiritually even at the monastery unable to find peace until he finally ran into verse in Romans 1:17, “The righteous will live by faith alone.” (Lindsay, 1906) Soon, Luther was assigned to a position at the University where he earned his doctoral degree in theology later.
Luther’s education reform started at the university level. As he assumed more responsibilities and greater roles in the university, he started to establish the Bible-based curriculum which later spread rapidly to other universities in Germany and the rest of the Europe. Along with the curriculum reform at the university, Luther set out to reform all other levels of education.
On the elementary level, he advocated using books other than the Bible to teach students about morality and virtues and using them as stepping stones to the Bible. The Aesop’s Fables was his favorite. A shorter version of the catechism that Luther wrote himself was used as a textbook to teach children the basic doctrine of faith. Music was also incorporated into the curriculum. Students had a short school day, only 1-2 hours a day in school. Using flogging as a way of disciplining children was discouraged.
As for Secondary schools, Luther put a great emphasis on learning and giving instructions in Greek and Hebrew in addition to Latin. He insisted on Greek and Hebrew for secondary students despite the opposition from parents and others because he wanted “to protect the integrity of the gospel.” (Kienel, 1989) He also advocated the history, gymnastics, music, and natural science education at the secondary level curriculum in addition to the longer-version catechism class. The establishment of libraries in cities was included in Luther’s plan as well.
There is no doubt that Luther made remarkable achievement in his lifetime as a religious reformer and also as an education reformer. Unfortunately, there were a few shortcoming that Luther exhibited especially in his later years in life. With his declining health and age, he was known to become agitated and hostile. His attitude toward the Jews changed negatively. And on the education side, he along with other education reformers of the time failed to develop one of the most important aspect of education: professional training of teachers.
Luther’s own education started at home with pious parents followed by the Catholic Latin School in his early years. However, it was the teachings of the Brethren of the Common Life in his secondary school years
that greatly influenced and shaped his future educational philosophy and pedagogies. A conservative Catholic group called “The Brethren” stood against the unbiblical and corrupt practices of the Catholic Church and advocated education -basic literacy and religious education - of the common man. Some of their educational ideas included: the Scripture –based learning, excellent teacher quality, progressive pedagogies, and the biblical integration of curriculum.
After secondary school, Luther attended the University of Erfurt, where Luther developed the profound dislike for the Aristotelian teaching and humanism taught there. (Eby, 1931) Luther began an earnest quest for his spiritual life after a couple of tragic incidences in his life and decided to join an Augustinian monastery. He struggled a lot spiritually even at the monastery unable to find peace until he finally ran into verse in Romans 1:17, “The righteous will live by faith alone.” (Lindsay, 1906) Soon, Luther was assigned to a position at the University where he earned his doctoral degree in theology later.
Luther’s education reform started at the university level. As he assumed more responsibilities and greater roles in the university, he started to establish the Bible-based curriculum which later spread rapidly to other universities in Germany and the rest of the Europe. Along with the curriculum reform at the university, Luther set out to reform all other levels of education.
On the elementary level, he advocated using books other than the Bible to teach students about morality and virtues and using them as stepping stones to the Bible. The Aesop’s Fables was his favorite. A shorter version of the catechism that Luther wrote himself was used as a textbook to teach children the basic doctrine of faith. Music was also incorporated into the curriculum. Students had a short school day, only 1-2 hours a day in school. Using flogging as a way of disciplining children was discouraged.
As for Secondary schools, Luther put a great emphasis on learning and giving instructions in Greek and Hebrew in addition to Latin. He insisted on Greek and Hebrew for secondary students despite the opposition from parents and others because he wanted “to protect the integrity of the gospel.” (Kienel, 1989) He also advocated the history, gymnastics, music, and natural science education at the secondary level curriculum in addition to the longer-version catechism class. The establishment of libraries in cities was included in Luther’s plan as well.
There is no doubt that Luther made remarkable achievement in his lifetime as a religious reformer and also as an education reformer. Unfortunately, there were a few shortcoming that Luther exhibited especially in his later years in life. With his declining health and age, he was known to become agitated and hostile. His attitude toward the Jews changed negatively. And on the education side, he along with other education reformers of the time failed to develop one of the most important aspect of education: professional training of teachers.