Parte 4, Le education

(Languages of this post: Interlingua, English)

(6) Le education in le epocha medieval e le renascentia

In le prime parte del seculo nove emergeva un movimento verso le illumination ex le obscuritate medieval in le travalio de Carolo Magne, le imperator del Imperio Roman Sancte. Ille vocava a su corte desde Anglaterra le anglo-saxon Alcuin de York.

Alcuin le adjuvava a inaugurar un schola in su palatio e establiva un nove programma de education pro le imperio de Carolo Magne. Ille anque establiva un schola monastic a Tours, in Francia, e scribeva multe libros de instruction sur le grammatica, le rhetorica, e le dialectica. Ille anque faceva investigationes in le psychologia.

Alcuin habeva un grande influentia sur le Imperio Sancte Roman, specialmente sur John Scotus Erigena. Erigena e le alteres de su gruppo, in le spirito de ille epocha, credeva que le uso del education le plus importante esseva fortificar le autoritate del religion e "salvar le anima human".

Le philosophos del scholasticismo anque appoiava iste concepto del scopo del education. Ben que le scholasticos studiava ampliemente, principalmente illes voleva demonstrar le rationalitate del doctrinas del ecclesia--un problema multo simile demonstrar le rationalitate del astrologia, del alchimia, del phrenologia, e altere disciplinas basate sur corpores de superstition, alicunes del quales etiam nunc se studia seriemente in nostre universitates.

Le impossibilitate de resolver tal problemas definitivemente, il pare, solmente incoragia nove tentativas de resolver los per nove generationes de academicos in un processo que se repete infinitemente.

Inter le scholasticos Petro Abelard dedicava multe tempore al inseniamento e esseva un influentia importante in le establimento del Universitate de Paris (le Sorbonne), ubi, naturalmente, le theologia esseva le studio dominante. Abelard nunquam perdeva le conviction que on poterea probar que omne le doctrinas del ecclesia es rational e scientific.

Io me demanda como Abelard responderea al discoperimentos de Charles Darwin sur le evolution biologic e de Watson e Crick sur le genetica. Qual esserea su reaction al discoperimento que nostre sol se trova in un del diverse brachios exterior de nostre galaxia, le qual se trova inter trilliones de altere galaxias?

Ma ante iste discoperimentos emergeva le classe de commerciantes, le prime membros del burgese cuje interesses, per le major parte, excludeva le ecclesia. Illes voleva un education practic que adjuvarea lor prole a apprender le mestieros que illes necessitava pro ganiar se le vita.

Gruppos de fornitores (Nota ben: il ha un grande differentia inter fornitores e fornicatores!) establiva corporationes o syndicatos pro inseniar a lor juvenes le technicas de lor mestieros; e ben que illos includeva un pauco de instruction religiose, lor emphase principal esseva inseniar le technologia de ille epocha.

Assi, durante que le epocha medieval faceva un transition a in le Renascentia, le influentia del ecclesia sur le education diminueva, e le mercantes ric del citates de Italia comenciava a establir lor proprie scholas.

Forsan le plus famose inter illos esseva le schola establite per Vittorino da Feltre a Mantua. Ille promoveva un disveloppamento harmoniose del mente, del corpore, e del senso moral secundo le principios del grecos classic, e ille inseniava lor litteratura, rediscoperite per Francesco Petrarca e altere contemporaneos sue.

Como le sophistas, ille voleva preparar su studentes pro un vita practic in le mundo de ille epocha. Ille inseniava le latino, le mathematica e diverse jocos e systemas de exercitio physic.

Altere scholas simile a illo de Vittorino da Feltre esseva establite in Florentia, Padua, Pavia, Milano, Ferrara, e altere citates italian. Omnes voleva mitter un certe distantia inter lor programmas e illos del ecclesia.

(7) Martin Luther e le reformation protestante

Durante que le figuras principal del Renascentia italian defiava le dominantia del ecclesia sur le education, il habeva un "renaissance" un pauco differente inter le germanos. Martin Luther comenciava un rebellion contra le theologia del catholicos roman con su philosophia que omnes debe saper leger su proprie biblia in su proprie lingua e facer su proprie interpretationes de su significantia.

Rebus sic stantibus, Luther e su discipulos esseva obligate a appoiar le education pro omne le populo german. Ille insisteva que omnes debeva haber le opportunitate de apprender a leger e a scriber, ben que iste cognoscimentos esseva destinate principalmente a promover le lectura del biblia, le qual, ille insisteva, esseva essential pro functionar como un membro solide del societate german.

Ma ni le lutheranos ni le catholicos completemente dominava le education, e comenciava a emerger systemas de scholas establite per citates german e per gruppos private. Un exemplo esseva le schola de Johann Sturm a Strasbourg, que in ille epocha formava un parte de Germania. Su institution inseniava le "pietate, le cognoscimentos, e le eloquentia" como multe altere scholas traditional.

Gradualmente tamen iste scholas deveniva de plus in plus secular, e emergeva homines qui essayava a organisar le curriculos de iste scholas secundo lor proprie preferentias philosophic.

Un exemplo esseva le poeta anglese John Milton, qui anque esseva un professor. Ille voleva que su studentes studiava le obras ancian de Grecia e Roma non solo pro lor forma litterari ma anque proque, ille credeva, illes contineva le preceptos essential pro arrivar a un vita felice. Uh... yes!

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(6) Education in the Middle Ages and the Renaissance

A movement toward enlightenment emerged in the first part of the ninth century with the work of Charlemagne, the emperor of the Holy Roman Empire. He called to his court from England the Anglo-Saxon Alcuin of York.

Alcuin helped him inaugurate a school in his palace and established a new educational program for Charlemagne's empire. He also established a monastic school in Tours, in France, and wrote many textbooks on grammar, rhetoric, and dialectic. He also made investigations into psychology.

Alcuin had a great influence on the Holy Roman Empire, especially on John Scotus Erigena. Erigena and the others in his group, in the spirit of that age, believed that the most important use of education was to strengthen the authority of religion and "save the human soul."

The philosophers of scholasticism also supported this concept of the purpose of education. Though the scholastics studied widely, they principally wanted to demonstrate the rationality of the doctrine of the church--a problem very similar to demonstrating the rationality of astrology, alchemy, phrenology, and other disciplines based on bodies of superstition, some of which even now are studied seriously in our universities.

The impossibility of solving such problems definitively, it seems, only encourages new attempts to solve them by new generations of academics in a process that is infinitely repeated.

Among the scholastics, Peter Abelard dedicated a lot of time to teaching and was an important influence in establishing the University of Paris (the Sorbonne), where, naturally, theology was the dominant study. Abelard never lost the conviction that all the doctrines of the church could be proved to be rational and scientific.

I'm wondering how Abelard would respond to the discoveries of Charles Darwin on biological evolution and of Watson and Crick in genetics. What would be his reaction to the discovery that our sun is in one of the various outer arms of our galaxy, which is just one of trillions of other galaxies?

The class of merchants (the first members of the bourgeoisie whose interests, for the most part, excluded the church) emerged before this discovery. They wanted a practical education that would help their children learn the trades they would need to earn a living.

Groups of tradesmen established guilds to teach their young people the techniques of thier trades; and though they included a small amount of religions instruction, their principal emphasis was teaching the technology of that era.

Thus, as the Middle Ages segued into the Renaissance, the influence of the church on education was reduced, and the rich merchants of the cities of Italy started to establish their own schools.

Perhaps the most famous among them was the school established by Vittorina da Feltre in Mantua. He promoted a harmonious development of the mind, the body, and moral sensibility according to the principles of the classic Greeks, and he also taught their literature, rediscovered by Petrarch and others among his contemporaries.

Like the sophists, he wanted to prepare his students for a practical life in the world of that era. He taught Latin, Mathematics, and various games and systems of physical exercise.

Other schools that were similar to Vittorio da Feltre's were established in Florence, Padua, Milan, Ferrara, and other Italian cities. All wanted to put a certain distance between their programs and those of the church.

(7) Martin Luther and the protestant reformation

While the principal figures of the Italian Renaissance defied the dominance of the church over education, there was a "renaissance" a little different among the Germans. Martin Luther started a rebellion against the theology of the Roman catholics with his philosophy that everybody should know how to read his own bible in his own language and make his own interpretations of its significance.

Rebus sic stantibus, Luther and his disciples were obliged to support education for the German populace. He insisted that everyone should have the oppportunity to learn to read and write, though this knowledge was destined primarily to promote the reading of the bible, which, he insisted, was essential for functioning as a solid member of German society.

But neither the Lutherans nor the Catholics completely dominated education, and systems of schools established by German cities and by private groups began to emerge. An example was the school of Johann Sturm in Strasbourg, which at that time was a part of Germany. His institution taught "piety, knowledge, and eloquence" like many other traditional schools.

Gradually, however, these schools became more and more secular and men emerged who tried to organize the curricula of these schools according to their own philosophical preferences.

One example was the English poet John Milton, who also was a teacher. He wanted his students to study the ancient works of Greece and Rome not only for their literary form but also because, he believed, they contained the essential teachings for reaching a happy life. Uh... yes!