Liberal arts education is the traditional academic course in Western higher education. Liberal arts takes the term art in the sense of a learned skill rather than specifically the fine arts. Liberal arts education can refer to studies in a liberal arts degree course or to a university education more generally. Such a course of study contrasts with those that are principally vocational, professional, or technical, as well as religiously based courses.
Rodolphus Agricola was a Dutch humanist of the Northern Low Countries, famous for his knowledge of Latin and Greek. He was an educator, musician, builder of church organs, a poet in Latin and the vernacular, a diplomat, a boxer and a Hebrew scholar towards the end of his life. Today, he is best known as the author of De inventione dialectica, the father of Northern European humanism and a zealous anti-scholastic in the late fifteenth century.
Scholasticism was a medieval school of philosophy that employed a critical organic method of philosophical analysis predicated upon the Aristotelian 10 Categories. Christian scholasticism emerged within the monastic schools that translated scholastic Judeo-Islamic philosophies, and thereby "rediscovered" the collected works of Aristotle. Endeavoring to harmonize his metaphysics and its account of a prime mover with the Latin Catholic dogmatic trinitarian theology, these monastic schools became the basis of the earliest European medieval universities, contributing to the development of modern science; scholasticism dominated education in Europe from about 1100 to 1700. The rise of scholasticism was closely associated with these schools that flourished in Italy, France, Portugal, Spain and England.
A medieval university was a corporation organized during the Middle Ages for the purposes of higher education. The first Western European institutions generally considered to be universities were established in present-day Italy, including the Kingdoms of Sicily and Naples, and the Kingdoms of England, France, Spain, Portugal, and Scotland between the 11th and 15th centuries for the study of the arts and the higher disciplines of theology, law, and medicine. These universities evolved from much older Christian cathedral schools and monastic schools, and it is difficult to define the exact date when they became true universities, though the lists of studia generalia for higher education in Europe held by the Vatican are a useful guide.
Humanistic education is an approach to education based on the work of humanistic psychologists, most notably Abraham Maslow and Carl Rogers. Rogers is regarded as the founder of humanistic psychology and devoted much of his efforts toward applying the results of his psychological research to person-centered teaching where empathy, caring about students, and genuineness on the part of the learning facilitator were found to be the key traits of the most effective teachers. He edited a series of books dealing with humanistic education in his "Studies of the Person Series," which included his book, Freedom to Learn and Learning to Feel - Feeling to Learn - Humanistic Education for the Whole Man, by Harold C. Lyon, Jr. In the 1970s the term "humanistic education" became less popular after conservative groups equated it with "Secular Humanism" and attacked the writings of Harold Lyon as being anti-Christian. That began a successful effort by Aspy, Lyon, Rogers, and others to re-label it "person-centered teaching", replacing the term "humanistic education." In a more general sense the term includes the work of other humanistic pedagogues, such as Rudolf Steiner, and Maria Montessori. All of these approaches seek to engage the "whole person": the intellect, feeling life, social capacities, and artistic and practical skills are all important focuses for growth and development. Important objectives include developing children's self-esteem, their ability to set and achieve appropriate goals, and their development toward full autonomy.
Renaissance humanism was a worldview centered on the nature and importance of humanity, that emerged from the study of Classical antiquity. This first began in Italy and then spread across Western Europe in the 14th, 15th, and 16th centuries. During the period, the term humanist referred to teachers and students of the humanities, known as the studia humanitatis, which included the study of Latin and Ancient Greek literatures, grammar, rhetoric, history, poetry, and moral philosophy. It was not until the 19th century that this began to be called humanism instead of the original humanities, and later by the retronym Renaissance humanism to distinguish it from later humanist developments. During the Renaissance period most humanists were Christians, so their concern was to "purify and renew Christianity", not to do away with it. Their vision was to return ad fontes to the simplicity of the Gospels and of the New Testament, bypassing the complexities of medieval Christian theology.
The Latin school was the grammar school of 14th- to 19th-century Europe, though the latter term was much more common in England. Other terms used include Lateinschule in Germany, or later Gymnasium. Latin schools were also established in Colonial America.
Christian humanism regards humanist principles like universal human dignity, individual freedom, and the importance of happiness as essential and principal or even exclusive components of the teachings of Jesus. Proponents of the term trace the concept to the Renaissance or patristic period, linking their beliefs to the scholarly movement also called 'humanism'.
This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with M – O. Select a letter from the table of contents to find terms on other pages.
Renaissance humanism came much later to Germany and Northern Europe in general than to Italy, and when it did, it encountered some resistance from the scholastic theology which reigned at the universities. Humanism may be dated from the invention of the printing press about 1450. Its flourishing period began at the close of the 15th century and lasted only until about 1520, when it was absorbed by the more popular and powerful religious movement, the Reformation, as Italian humanism was superseded by the papal counter-Reformation.
Humanism is a democratic and ethical life stance, which affirms that human beings have the right and responsibility to give meaning and shape to their own lives.
Albertino Mussato (1261–1329) was a statesman, poet, historian and playwright from Padua. He is credited with providing an impetus to the revival of literary Latin, and is characterized as an early humanist. He was influenced by his teacher, the Paduan poet and proto-humanist Lovato Lovati. Mussato influenced many humanists such as Petrarch.
Primary education or elementary education is typically the first stage of formal education, coming after preschool/kindergarten and before secondary school. Primary education takes place in primary schools, elementary schools, or first schools and middle schools, depending on the location. Hence, in the United Kingdom and some other countries, the term primary is used instead of elementary.
A university is an institution of higher education and research which awards academic degrees in several academic disciplines. Universities typically offer both undergraduate and postgraduate programs.
Hezekiah Woodward (1590–1675) was an English nonconformist minister and educator, who was involved in the pamphlet wars of the 1640s. He was a Comenian in educational theory, and an associate of Samuel Hartlib. He was one of those articulating the Puritan argument against the celebration of Christmas.
The Hartlib Circle was the correspondence network set up in Western and Central Europe by Samuel Hartlib, an intelligencer based in London, and his associates, in the period 1630 to 1660. Hartlib worked closely with John Dury, an itinerant figure who worked to bring Protestants together.
Lovato Lovati (1241–1309) was an Italian scholar, poet, notary, judge and humanist from the High Middle Ages and early Italian Renaissance. Arguable among historians, Lovati is considered the "father of Humanism." His literary Padua circle included Rolando de Piazzola, Geremia da Montagnone, and Albertino Mussato. Lovati's scholarship marked characteristics which would later define the development of humanism: an appetite for classical texts; a philological concern to correct them, and ascertain their meaning; and a desire to imitate them. Scholars such as Petrarch commented on his works favorably. Lovati's achievements which survive today are his Latin verse epistles, and his short commentary of Seneca's tragedies.
Education in early modern Scotland includes all forms of education within the modern borders of Scotland, between the end of the Middle Ages in the late fifteenth century and the beginnings of the Enlightenment in the mid-eighteenth century. By the sixteenth century such formal educational institutions as grammar schools, petty schools and sewing schools for girls were established in Scotland, while children of the nobility often studied under private tutors. Scotland had three universities, but the curriculum was limited and Scottish scholars had to go abroad to gain second degrees. These contacts were one of the most important ways in which the new ideas of Humanism were brought into Scottish intellectual life. Humanist concern with education and Latin culminated in the Education Act 1496.
Education in Medieval Scotland includes all forms of education within the modern borders of Scotland, between the departure of the Romans from Britain in the fifth century, until the establishment of the Renaissance late fifteenth century and early sixteenth century. Few sources on Scottish education survived the Medieval era. In the early Middle Ages, Scotland was an oral society, with verbal rather than literary education. Though there are indications of a Gaelic education system similar to that of Ireland, few details are known. The establishment of Christianity from the sixth century brought Latin to Scotland as a scholarly and written language. Monasteries served as major repositories of knowledge and education, often running schools.
The Advice to Hartlib was a treatise on education, written by Sir William Petty (1623–1687) in 1647 as a letter to Samuel Hartlib. and published in 1647/8. It was the first printed work by Petty and covers a total of 31 pages.
