1. theRENAISSANCE Rea Fernandez-Teves reports Humanism Reformation

2. Revival of AntiquityRevival of Learning It began in Italy in early 1300’s and spread to England, Germany, Netherlands, Spain and other countries in the late 1400’s. Latin word renascere, meaning “rebirth”

3. What ended the Middle Ages? dianewinans, teaching history and english in texas for 40 years now

5. Invention of the printing press

6. Findings of exploration and scientific discoveries

7. The degeneration of the church

9. The commoners became more respectable. Thanks to: Printing Press Gunpowder Toilet

10. HUMANISM Is the most significant intellectual movement of the Renaissance Blended concern for the history and actions of human beings with religious concerns.

11. Humanists–scholars and artists who studied literature and philosophy and believed these would help better understand the problems of humanity.

12. Understand and appreciate classical antiquity to learn how to conduct your lives.

13. Italian/individualistic humanism Northern/social humanism Stressed personal culture, individual freedom and development as the best way toward full and rich lives Stressed manual and social reform as the best means of providing rich and free lives for the masses as well as for the elite

14. Italian/Individualistic Humanism Northern/Social Humanism AIMS: Academic Freedom Abundant Living Liberal Education AIMS: Social reform Religious and moral Literacy Literary Democratic

15. Italian/individualistic humanism Northern/social humanism TYPES: Literary and aesthetic Physical education, social training in manners and deportment and moral education TYPES: Religious, moral and social education

16. Italian/Individualistic Humanism Northern/Social Humanism CONTENT: Varied curricula –classical art and literature, the world of emotions, nature, physical training, grammar, rhetoric, mathematics, music, dancing CONTENT: Curricula of classical and biblical literature Church catechism Little study of physical education music and art

17. Italian/individualistic humanism Northern/social humanism AGENCIES AND ORGANIZATIONS: Elementary Court school University School of VittorinodaFeltre: reading, manners and graces, and loyalty to Christian principles AGENCIES AND ORGANIZATIONS: Elementary schools Secondary schools Universities Secondary and University open only to males

18. Italian/Individualistic Humanism Northern/Social Humanism METHOD: Erasmus: Individualized instruction Importance of games and exercise Social relevance Repetition and mastery Motivation, praise and rewards Gentleness METHOD: Text replacing lectures Written themes displacing oral discourse

21. developing a balance between mental activity and physical activity

22. developing the power to think

23. the inclusion of play in the curriculaVittorinodaFeltre (1378 Feltre–1446 Mantua)

25. "Prince of the Humanists"

27. Juan Luis Vives (6 March 1493 – 6 May 1540), Spanish scholar and humanist > urged the use of the vernacular, the broadening of the curricula and the education of women Roger Ascham (1515 –1568) an English scholar and didactic writer He acted as Princess Elizabeth's tutor in Greek and Latin > advocated double translation in teaching language Johannes (or Jean) Sturm, (1507-1589), a German educator > stressed imitation and memorization, the use of the vernacular in the lower grade, and careful grading of instruction

29. Modern academic freedom

30. Renewed interest in the study of Roman and Greek classics

31. Use of texts

32. Written themes

35. posted his 95 theses on the door of the Castle Church in Wittenburg saying that freedom from God's punishment of sin could not be purchased with money.

37. at the diet of worms

39. Protestant Ethic - industry, thrifty living, careful management of material things

40. Literacy PromotionEducation must provide adequate training in the duties of the home, occupation, church and state.

42. Character education/the protestant work ethic: value of work over play

43. Singing, physical education, vocational training

44. Secondary schools and universities: history, mathematics, natural science, music and gymnastics, later scholastic theology

48. Memorization

49. Excessive formalism

51. OUTSTANDING CONTRIBUTIONS OF REFORMATION Saxony Plan The Vernacular Elementary School The Class-a-Year Plan

52. DAS ENDE