Monasticism Philosophyofeducation 180119084747

PHILOSOPHY OF EDUCATION
MONASTICISM
BY: MERIAM G. CEMPRON

TOPICS TO BE DISCUSSED
A. ORIGIN
B. DEFINITION
C. AIMS
D. AGENDA OF EDUCATION AND CONTENT STUDIED
E. TYPES OF EDUCATION
G. METHODS OF INSTRUCTIONS
H. CONTRIBUTION TO EDUCATION
A.ORIGIN
St. Patrick, who converted

Irish people to Christianity,
probably founded first
monasticism monasteries
in Ireland. Irish monks
lived in small separate cells
made of clay or stones.
A. ORIGIN St. Anthony as the
founder of Christian
monasticism. At age
20, he sold his
property, gave
proceeds to the poor,
and became a
hermit near his
home in Egypt. His
days was spent in
prayer, reading
scriptures and
committing them to
memory and in
manual labor.
B. DEFINITION
Greek Word “monos”- ALONE
Sometimes “monachism”- DWELLING ALONE
-is a special form of religious community life.
People who practice monasticism separate
themselves from ordinary ways of living so they can
follow the teachings of their religion as completely as
possible. Men are called MONKS women are called
NUNS.
B. DEFINITION
monks nuns
C. AIMS
1.Spiritual
The aim of monastic education is the salvation of

individual souls, a kind of moral and physical discipline
based on bodily mortification and worldly renunciation
for the sake of moral improvement.
C. AIMS
2. MORAL
 to attain the ideals of chastity, they gave up family

relationship, instead, adopted spiritual and religious
relationship.
 attain the ideals of poverty, they renounced

property, All inheritance devoted to charity.
 to attain the ideals of obedience they
renounced
all self power but obeying the brothers and the will of
God.
C. AIMS
3.Spiritual Knowledge
highest spiritual knowledge

Attain the
and the purest spiritual satisfaction

through meditation, contemplation,
inspiration, and asceticism.
C. AIMS
4. VIRTUE
Fasting, very little sleep, wearing coarse

clothing, and assuming painful bodily
postures measured the virtue of the monk.
World renunciation meant dying all claim
of social and human institutions.
D. AGENCIES OF EDUCATION AND CONTENTS
STUDIED
Monasteries and Monastic

schools were the only agencies for
education aside from the parish and cathedral
schools.
D. AGENCIES OF EDUCATION AND CONTENTS
STUDIED
Seven Liberal Arts was THE CURRICULUM of the monastic school. It was composed of the ff:
The Trivium: (tres viae, three roads)
Grammar – language and literature
Dialect – logic or reasoning
Rhetoric – law and composition
The Quadrivium:
Geometry – geometry, geography, natural history
Arithmetic – numbers and the study of the calendar
Music – plain chant and harmony used in church
Astronomy – the heavenly bodies, chemistry and physics
E. TYPES OF EDUCATION
1. Moral and religious training

monks engaged themselves in religious contemplation,
meditation, asceticism, and religious reading and writing.
2. Literacy Education
copying manuscripts with other monasteries, collecting
manuscripts in libraries, and writing original manuscripts
concerning religion, historical events, and other matters.
3.Manual Training
monks are skilled artisans in wood, leather, and
metal, and skilled agriculturist.
F. ASPECTS OF SOCIAL ORGANIZATIONS
1. The domestic homes

the strictest hermit lived alone, in huts so placed that their
inmates could not see nor hear one another.
2. The Economics Structure
by the vows of poverty, monks promised not to possess
anything as his own or make use of it without the permission
from his superior.
3. The Political State
monks lived the same type of life; they did not constitute a
formal community and commit themselves to obey their
superior.
1. Catechetical Method
the question and answer method was generally used as
the tool of teaching in monastic schools.
2. Dictation
heavily used due to scarcity of books.
3. Memorization
pupils had to memorize what was dictated to them.
4. Language
Latin was the only language for learning
5. Discipline
discipline was severe. Teacher used the rod to
punish erring pupils.
6. Meditation and Contemplation/ Thoughtful
Reflection
the monks believed that the deepest spiritual
experience could be gained only through divine
inspiration.
H. CONTRIBUTION TO EDUCATION
1.Preserving and spreading learning and
culture by the Christian Monasteries.
2.The monasteries opposed the vices and corruption
of the medieval world.
3.They were an influence of taming the warlike spirits
and refining the rustic customs of the teutonic
people.
4. Dignity of Labor.
1. What is the goal of education in monasticism?
2. What is the role of the teacher?
3. View on the learners?
4. What are the methods or approaches in teaching?
MONASTICISM APPLICATION OF MONASTICISM
(as a midieval philosophy) ON THE PRESENT TIME
 The salvation of individual souls, a
kind of moral and physical Provide the learners the highest form
Goals of Education discipline. of understanding not only in intellectual
 Attain the highest spiritual aspect but also in learners behaviour
knowledge and the purest spiritual towards God, self and others.
satisfaction,
 engage the students in moral and  engage the students in moral and
religious training religious training
Role of the Teacher  give literacy education  give literacy education
 Provide manual training  Provide manual training
 Incorporate corporal discipline
A learner must separate himself/herself  A learner is expected to live with

View on the from ordinary ways of living so they humility and service.
Learner can follow the teachings  follower
 Catechetical Method
 Dictation  Catechetical method
Methods/Approach  Memorization  Dictation
es of Teaching  Discipline  Memorization
 Meditation and Contemplation
THE END
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PHILOSOPHY OF EDUCATION

BY: MERIAM G. CEMPRON

St. Patrick, who converted

The aim of monastic education is the salvation of

 to attain the ideals of chastity, they gave up family

 attain the ideals of poverty, they renounced

highest spiritual knowledge

and the purest spiritual satisfaction

Fasting, very little sleep, wearing coarse

Monasteries and Monastic

1. Moral and religious training

1. The domestic homes

A learner must separate himself/herself  A learner is expected to live with

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