Renaisance Education: Values and Purposes :: European Europe History

Renaisance Education Values and PurposesThe reincarnation was a time of change. It began in Italy during the 14th century, and spread throughout the North. People all over Europe were affected, for the kick downstairs and for the worse. Some people finally had a chance to control their own fate. Others, like upper class women, lost their social status. The values and purposes of Renaissance genteelness were to improve the society, increase the economy, and restore the sacred beliefs. The social lives of people were greatly influenced by advancements in education during the Renaissance. More people then ever forrader were send to schools and educated. Schools for girls were built, and they were taught sewing, reading, writing, and dancing. Some of these schools even had teachers for apprisal and playing instruments. Upper class women were taught language, philosophy, theology and mathematics. But their education still active them for social life at lieu. Women lost political p ower, access to home and their role in shaping society. People were taught to understand and judge the writings of others. Courtiers, aristocrats and nobles were able to write poetry and text. By being well educated, having good penmanship, shrewd how to ride, play, dance, sing, and dress well, men of high status gained respect and reputation. These skills also helped attain preference and support among princes. Nevertheless, the school scheme did not teach youth how to take in daily life situations. They spent too much time on Grammar, Rhetoric, and Logic. Those studies that were realistic, enlightened mens minds, and prepared them for life, were reserved for the Universities. Therefore, students had a slight instinct of the meaning and the true use of knowledge. They were only able to write Latin, which no one of judgement would want to read, and when they went to universities, they supernumerary their friends money and their own time. Afterwards, they would return home agai n, as unsophisticated and uneducated as they were before. In addition, many individuals thought that having to many schools was a terrible thing. They believed that only a minority of men should write up literature, because more farmers were needed than judges, more soldiers than priests, more merchants than philosophers, and more hard working groups than dreamy and thoughtful individuals. Italian human-centred Piccolomini, who himself was educated, believed that philosophy and literature, should be taught to every individual, because these studies go against the truths about the past, the reality of the present, and the prediction of the future.Renaisance Education Values and Purposes European Europe HistoryRenaisance Education Values and PurposesThe Renaissance was a time of change. It began in Italy during the 14th century, and spread throughout the North. People all over Europe were affected, for the better and for the worse. Some people finally had a chance to control the ir own fate. Others, like upper class women, lost their social status. The values and purposes of Renaissance education were to improve the society, increase the economy, and restore the religious beliefs. The social lives of people were greatly influenced by advancements in education during the Renaissance. More people then ever before were send to schools and educated. Schools for girls were built, and they were taught sewing, reading, writing, and dancing. Some of these schools even had teachers for singing and playing instruments. Upper class women were taught language, philosophy, theology and mathematics. But their education only prepared them for social life at home. Women lost political power, access to property and their role in shaping society. People were taught to understand and judge the writings of others. Courtiers, aristocrats and nobles were able to write poetry and text. By being well educated, having good penmanship, knowing how to ride, play, dance, sing, and dre ss well, men of high status gained respect and reputation. These skills also helped attain preference and support among princes. Nevertheless, the school system did not teach youth how to behave in daily life situations. They spent too much time on Grammar, Rhetoric, and Logic. Those studies that were realistic, enlightened mens minds, and prepared them for life, were reserved for the Universities. Therefore, students had a slight understanding of the meaning and the true use of knowledge. They were only able to write Latin, which no one of judgement would want to read, and when they went to universities, they wasted their friends money and their own time. Afterwards, they would return home again, as unsophisticated and uneducated as they were before. In addition, many individuals thought that having to many schools was a terrible thing. They believed that only a minority of men should study literature, because more farmers were needed than judges, more soldiers than priests, more m erchants than philosophers, and more hard working groups than dreamy and thoughtful individuals. Italian humanist Piccolomini, who himself was educated, believed that philosophy and literature, should be taught to every individual, because these studies reveal the truths about the past, the reality of the present, and the prediction of the future.