Ap European History Renaissance Education Dbq Exercise Essay

During the conversion, scholars became much interested in the human-centred features of society, and humanistic educators based their direction models on Greek and Latin classics. conversion didactics was One plain purpose of a Renaissance education was to praise the value of utilitarian education, through the teaching of the classics, mainly Greek literature that was written by Greek philosophers, mathematicians and other important figures. some(prenominal) criticised the Renaissance education, however, because they felt as if it was absurd, as it didnt teach certain determine of learning, and didnt teach one how to behave, more thanover quite an how to impose Latin. contempt these criticisms, other humanists believed Renaissance learning brought great profits, higher positions, and more honors subsequent in life, and was successful in the task of teaching four-year-old pot to fear god, have good virtue, and to be disciplined. One apparent purpose of a Renaissance education was to praise the value of useful education, through the teaching of the classics, mainly Greek literature that was written by Greek philosophers, mathematicians and other important figures.Aeneas Sylvius Piccolomini, stated on his book, On the reading of Free Men, 1450, that the study of the Philosophy and of Letters was the guide to the meaning of the past, present, and level off future. There may be some bias to this literary argument, for Piccolomini was an Italian humanist who later became pope, and may have been using his knowledge of the classics, existence a humanist, to justify his religious and political power. Battista Guarino, an Italian humanist educator, also supports the classics, by simply explaining that mankind must learn and train in Virtue, or as the ancients called the Humanities. There is also a bit of point of view, however, because being an Italian humanist educator, Guarino would value the teaching of the classics to his bookmans and would wa nt to influence his opinion on others. Baldassare Castiglione, Italian diplomat and author, said that a courtier, or a kings assistant or servant, should be educated in the humanities, and the Latin poets, orators, and historians, because women value that knowledge in a man, and he pass on be able to judge the writing of others. Erasmus also stated that the student must delve into the literatures of ancient Greece and Rome, to gain the knowledge in the classics.Erasmus has a particular point of view, because he practiced a humble religion, and seek to live the way Jesus lived, which would make him value things the ancients valued. both(prenominal) criticised the Renaissance education, however, because they felt as if it was absurd, as it didnt teach true values of learning, and didnt teach one how to behave, but rather how to dictate Latin. Juan Luis Vives, a Spanish humanist, supported the judgement that women should not learn much, but rather just enough to teach her good man ners and literature from biblical scholars.There is a great deal of bias in this idea, because being Spanish, Christian, and male, Vives would not agree with women being educated, due to the fact that Spain was very conservative, oddly after the Reconquista. Michel de Montaigne argued that the absurd educational system taught students the wrong values, by teaching them that writing the best Greek and Latin was more important the which books dispel the best opinions. Montaignes point of view comes from the fact that he is a skeptic and criticizes numerous things, so it is likely that he would criticize the educational system.John Brinsley, an English developmaster objected that scholars at fifteen or 16 years of age due not understand true knowledge, but instead the can only wrote Latin that means little. Brinsley had an interesting perspective, because he was a schoolmaster himself and saw these actions firsthand, from his young scholars. Another criticism of the school system was that such study weakens the body, and prevents people from obtaining jobs necessary to society, such as farming jobs, soldiers, and merchants.John Amos Comenius, and educational reformer, also said supported the idea that learning did not assist people enough in life, because students intentional much grammar, rhetoric, and logic, instead of things that would prepare them for action later in life. Despite these criticisms, other humanists believed Renaissance learning brought great profits, higher positions, and more honors later in life, and was successful in the task of teaching young people to fear god, have good virtue, and to be disciplined.Francesco Guicciardini stated that things that seem more decorative than substantial to man, such as skills like the arts, led to a good reputation of men and open the way to favor a princess. These skills also led to great profits and honors. The perspective in this statement comes from the fact that he was a politician, and witnessed how his education in these arts helped him to ameliorate his rank in society, gain a larger profit, and other benefits.Some also supported the Renaissance education from a religious array by explaining that children who go to school learned virtue, discipline, and to fear God, which were important Christian values. In an analysis of the percentage of justices of the Peace who attended university, around 1562, in Kent, only two percent of justices had attended university. This number increased dramatically in 1636, when an astonishing sixty eight percent of justices had attended university. This distinctly demonstrated the value of a Renaissance education, and how it led to higher ranks, for instance, justices.