Special Education in Connecticut
educaation asked:
Terminology
The federal law governing special education is called the Individuals with Disabilities Education Act, or IDEA. It is codified in Title 20, United States Code, starting at section 1400. It was initially passed in 1975. A number of major reauthorizations have taken place. The two most recent were in 1997 and in December 2004. The December 2004 changes took effect, for the most part, on July 1, 2005. The changes made in the 2004 Act are numerous and varied, but perhaps not revolutionary.
In early 2002, President Bush signed the No Child Left Behind Act (NCLB) which is intended to ensure quality education and a high level of accountability. Many of the provisions of NCLB had an uncertain impact on IDEA 1997. Hence, IDEA 2004 attempts to clarify the impact of NCLB.
The IDEA speaks in terms of a State Education Authority (SEA) and a Local Education Authority (LEA). In Connecticut, the SEA is the State Department of Education. The LEA is generally the local school district, which is referred to as the district or the Board. In this context, the Board refers to the district’s administration, not to the actual Board of Education and its elected members.
State and Federal Law
Connecticut passed its special education law in 1967. The federal Education of All Handicapped Children Act initially passed in 1975. Hence, the Connecticut act predates the federal. The federal law did not pre-empt the field. Rather, federal courts can enforce both federal and relevant state law. “Relevant state law” is law which is not inconsistent with federally mandated requirements, both substantive and procedural, of the Act, and includes, inter alia, procedural safeguards which are more stringent than required procedures set forth in the federal law. Burlington v. Department of Education, 736 F.2d 773 (1st Cir. 1984), aff’d 471 U.S. 359 (1985). For the most part, Connecticut and federal requirements have converged. Yet, most of the detailed procedures for eligibility and due process stem from Connecticut law, as does the nomenclature. In Connecticut, there is a Planning and Placement Team (PPT) meeting. In New York, it is called a Committee on Special Education (CSE) meeting. In the federal
law, it is called an Individualized Education Plan Team (IEP Team) meeting.
The Connecticut Approach
The Connecticut State Department of Education (SDE) takes a hand-off approach to local school boards. This compares to New York, where the state department closely regulates most aspects of special education. The Connecticut SDE advises local school boards on questions, when raised. Indeed, SDE also provides advice to parents. The state approves private special education schools, but the approval is largely a matter of seeing if the right boxes are checked, rather than looking at the quality of the education provided. The state, pursuant to federal law, receives and processes complaints, but appears to be interested only in procedural requirements, avoiding making any comments on the substance of the claim. And, the state runs the due process and mediation systems. This is all done by a tiny group of people in Hartford. The SDE also runs the Special Education Resource Center (SERC), which serves as an information clearinghouse, library, and training center. As a general rule, the State Department of
Education sees itself as a consultant, rather than as a regulator.
The Special Education Universe in Connecticut
For the 2007-2008 school year, there were 68,989 children in Connecticut who were designated as eligible for special education services. This number is a drop of 5,000 from five years earlier. Special education students represent about 12% of the total student population of 574,287. Districts vary widely in percentages designated as eligible for special education, with some districts near 5% and others over 18%.
Among disabilities, the largest group, comprising 32% of the special education population, consists of students with learning disabilities (LD). Five years ago, learning disabled students represented 38% of the special education population. The next largest group, accounting for 21% of the special education population, contains students with speech or language impairments. Other health impairment (OHI) accounts for 17%, severe emotional disturbance (SED) is 8.5% and intellectual disabilities (ID) are 4%. Some 6.4% of special education students in Connecticut carry the Autism label. The racial differences are, however, significant. The following chart shows the 2007-2008 percentage of each racial/ethnic grouping that has a particular special education designation.
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Terminology
The federal law governing special education is called the Individuals with Disabilities Education Act, or IDEA. It is codified in Title 20, United States Code, starting at section 1400. It was initially passed in 1975. A number of major reauthorizations have taken place. The two most recent were in 1997 and in December 2004. The December 2004 changes took effect, for the most part, on July 1, 2005. The changes made in the 2004 Act are numerous and varied, but perhaps not revolutionary.
In early 2002, President Bush signed the No Child Left Behind Act (NCLB) which is intended to ensure quality education and a high level of accountability. Many of the provisions of NCLB had an uncertain impact on IDEA 1997. Hence, IDEA 2004 attempts to clarify the impact of NCLB.
The IDEA speaks in terms of a State Education Authority (SEA) and a Local Education Authority (LEA). In Connecticut, the SEA is the State Department of Education. The LEA is generally the local school district, which is referred to as the district or the Board. In this context, the Board refers to the district’s administration, not to the actual Board of Education and its elected members.
State and Federal Law
Connecticut passed its special education law in 1967. The federal Education of All Handicapped Children Act initially passed in 1975. Hence, the Connecticut act predates the federal. The federal law did not pre-empt the field. Rather, federal courts can enforce both federal and relevant state law. “Relevant state law” is law which is not inconsistent with federally mandated requirements, both substantive and procedural, of the Act, and includes, inter alia, procedural safeguards which are more stringent than required procedures set forth in the federal law. Burlington v. Department of Education, 736 F.2d 773 (1st Cir. 1984), aff’d 471 U.S. 359 (1985). For the most part, Connecticut and federal requirements have converged. Yet, most of the detailed procedures for eligibility and due process stem from Connecticut law, as does the nomenclature. In Connecticut, there is a Planning and Placement Team (PPT) meeting. In New York, it is called a Committee on Special Education (CSE) meeting. In the federal
law, it is called an Individualized Education Plan Team (IEP Team) meeting.
The Connecticut Approach
The Connecticut State Department of Education (SDE) takes a hand-off approach to local school boards. This compares to New York, where the state department closely regulates most aspects of special education. The Connecticut SDE advises local school boards on questions, when raised. Indeed, SDE also provides advice to parents. The state approves private special education schools, but the approval is largely a matter of seeing if the right boxes are checked, rather than looking at the quality of the education provided. The state, pursuant to federal law, receives and processes complaints, but appears to be interested only in procedural requirements, avoiding making any comments on the substance of the claim. And, the state runs the due process and mediation systems. This is all done by a tiny group of people in Hartford. The SDE also runs the Special Education Resource Center (SERC), which serves as an information clearinghouse, library, and training center. As a general rule, the State Department of
Education sees itself as a consultant, rather than as a regulator.
The Special Education Universe in Connecticut
For the 2007-2008 school year, there were 68,989 children in Connecticut who were designated as eligible for special education services. This number is a drop of 5,000 from five years earlier. Special education students represent about 12% of the total student population of 574,287. Districts vary widely in percentages designated as eligible for special education, with some districts near 5% and others over 18%.
Among disabilities, the largest group, comprising 32% of the special education population, consists of students with learning disabilities (LD). Five years ago, learning disabled students represented 38% of the special education population. The next largest group, accounting for 21% of the special education population, contains students with speech or language impairments. Other health impairment (OHI) accounts for 17%, severe emotional disturbance (SED) is 8.5% and intellectual disabilities (ID) are 4%. Some 6.4% of special education students in Connecticut carry the Autism label. The racial differences are, however, significant. The following chart shows the 2007-2008 percentage of each racial/ethnic grouping that has a particular special education designation.
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Overview of Issues in Current and Higher Education
Hannah Anthony asked:
Education system is the backbone of a progressing society. It is the standard of education that determines an individual’s and the country’s progress. A typical educational system consists of Primary Schools, High Schools, Colleges and Higher education institutes. It is important to provide quality education at all levels in order to have sustainable growth and development.
To improve the educational system, it is important that people are aware of the education issues and problems in the education system. Awareness about the current issues in education helps people in finding the loop holes in their education system and suggests innovative ideas to plug these holes. Some important issues/challenges related to education are:
1.Improving quality – Invariably one of the most important education issues, the quality can be improved by initiatives taken by schools and teachers. Here the importance of a trained, understanding and well informed teacher to raise the education standards cannot be stressed enough. An efficient teacher will use the latest innovations in the field of education and the outcomes of educational surveys for the benefit of his students.
2.Improving access – Along with improving the quality of education, it is also essential to improve the access to higher education; this can be done by increasing the number of higher education institutions. Essentially, every individual who is interested in studying should have an institute nearby.
3.Reducing costs – A lot of people who are interested keep away from higher education because of their inability to afford the tuition fees. Easy education loans must be available and also for those who cannot afford studies, fees must be low. Government and educational institutions must join hands in reducing the enormity of this issue.
4.Reducing drop-out rate – The rise in the drop-out rate is also a case of concern. This can be resolved by revising the curriculum in such a way that the diverse interests of students are taken care of. The introduction of more practical activities in place of plain theoretical teaching also goes a long way in keeping the students interested in their studies, thus reducing the number of drop outs.
Websites dealing in education-issues also keep one informed and updated on the latest in the field of higher education. One of such websites is www.websites-for-teachers.com. Here you will get the most comprehensive list of education-issues websites, which will provide you with all the information you require on problems in education, higher education issues, physical education issues and teacher education issues.
Website content
Education system is the backbone of a progressing society. It is the standard of education that determines an individual’s and the country’s progress. A typical educational system consists of Primary Schools, High Schools, Colleges and Higher education institutes. It is important to provide quality education at all levels in order to have sustainable growth and development.
To improve the educational system, it is important that people are aware of the education issues and problems in the education system. Awareness about the current issues in education helps people in finding the loop holes in their education system and suggests innovative ideas to plug these holes. Some important issues/challenges related to education are:
1.Improving quality – Invariably one of the most important education issues, the quality can be improved by initiatives taken by schools and teachers. Here the importance of a trained, understanding and well informed teacher to raise the education standards cannot be stressed enough. An efficient teacher will use the latest innovations in the field of education and the outcomes of educational surveys for the benefit of his students.
2.Improving access – Along with improving the quality of education, it is also essential to improve the access to higher education; this can be done by increasing the number of higher education institutions. Essentially, every individual who is interested in studying should have an institute nearby.
3.Reducing costs – A lot of people who are interested keep away from higher education because of their inability to afford the tuition fees. Easy education loans must be available and also for those who cannot afford studies, fees must be low. Government and educational institutions must join hands in reducing the enormity of this issue.
4.Reducing drop-out rate – The rise in the drop-out rate is also a case of concern. This can be resolved by revising the curriculum in such a way that the diverse interests of students are taken care of. The introduction of more practical activities in place of plain theoretical teaching also goes a long way in keeping the students interested in their studies, thus reducing the number of drop outs.
Websites dealing in education-issues also keep one informed and updated on the latest in the field of higher education. One of such websites is www.websites-for-teachers.com. Here you will get the most comprehensive list of education-issues websites, which will provide you with all the information you require on problems in education, higher education issues, physical education issues and teacher education issues.
Website content
The Era of Online Education
Kateri White asked:
The Internet has broken down language barriers, country boundaries, and learning methods. Today, learning at home is not only possible but highly advisable because the World Wide Web gives students resources that otherwise are not available as fast as the time it takes when a student turns on his or her personal computer.
The era of education online means that your ability to obtain higher education is just a mouse click away. Online education is one of the best options for those who want to get a degree and work at the same time. Within the past ten years, online education and internet training has provided many people with a new incentive to learn.
Online education includes a full spectrum of possibilities starting with early childhood education and including college preparation, or complete learning programs for obtaining a college degree. Online courses open a world of possibilities to people who for any given reason were unable to attend regular school programs, or those whose actual activities and limited time, made it hard to stick to a full-time learning schedule.
Online education is spreading across the globe like a wildfire fueled by textbooks and periodic tables. Millions who previously thought that a college degree was firmly out of their reach have discovered that all it takes to attend college in today’s world are the combination of a few free hours each day and access to the Internet.
Online Education Equals Big Business
Originally conceived as a way for adults to earn a college degree later in life than usual, online education or “distance learning” has spread to the point that people of all ages are now involved. Children as young as the fourth grade level now have access to online education in many areas, using it as a supplement to or in place of traditional classes.
With Online Education Everybody Wins
Part of the appeal to online education is that it is literally good for everyone. Educators can enter a new job market in writing and implementing an online curriculum and can use this income to supplement the earnings that receive from classroom education. Students of all ages have an alternative to traditional classes in which they can learn without the interference of other students’ behavioral interruptions. Adults who may have missed out on their high school diplomas or college degrees now have the opportunity, through online education, to complete or further their studies without the scheduling problems that may have made this impossible in the past. Finally, online education offers businesses the chance to educate their workforce at a lower cost and the benefit of a generation of computer literate and more highly educated prospective employees entering the job market.
However, online education is not limited to school subjects. Demand for adult education and online courses are some of the most widely available educational resources on the Internet, intended for developing specific skills. Cooking and baking courses, mechanical reparations, interior decoration, are just a few of those quick courses available online.
Another motivation encouraging online education includes foreign languages learning, or just for broadening your culture. Online options are as many as everyone’s need; degree programs, online education courses, training certificates and more, including accredited formal education.
Online education saves time, money, and offers opportunity to those who may have never had it in the past. It may truly be the wave of the future. Helping students to succeed in both education and career aspirations, online education is fast becoming a convenient, but credible educational tool of the modern era.
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The Internet has broken down language barriers, country boundaries, and learning methods. Today, learning at home is not only possible but highly advisable because the World Wide Web gives students resources that otherwise are not available as fast as the time it takes when a student turns on his or her personal computer.
The era of education online means that your ability to obtain higher education is just a mouse click away. Online education is one of the best options for those who want to get a degree and work at the same time. Within the past ten years, online education and internet training has provided many people with a new incentive to learn.
Online education includes a full spectrum of possibilities starting with early childhood education and including college preparation, or complete learning programs for obtaining a college degree. Online courses open a world of possibilities to people who for any given reason were unable to attend regular school programs, or those whose actual activities and limited time, made it hard to stick to a full-time learning schedule.
Online education is spreading across the globe like a wildfire fueled by textbooks and periodic tables. Millions who previously thought that a college degree was firmly out of their reach have discovered that all it takes to attend college in today’s world are the combination of a few free hours each day and access to the Internet.
Online Education Equals Big Business
Originally conceived as a way for adults to earn a college degree later in life than usual, online education or “distance learning” has spread to the point that people of all ages are now involved. Children as young as the fourth grade level now have access to online education in many areas, using it as a supplement to or in place of traditional classes.
With Online Education Everybody Wins
Part of the appeal to online education is that it is literally good for everyone. Educators can enter a new job market in writing and implementing an online curriculum and can use this income to supplement the earnings that receive from classroom education. Students of all ages have an alternative to traditional classes in which they can learn without the interference of other students’ behavioral interruptions. Adults who may have missed out on their high school diplomas or college degrees now have the opportunity, through online education, to complete or further their studies without the scheduling problems that may have made this impossible in the past. Finally, online education offers businesses the chance to educate their workforce at a lower cost and the benefit of a generation of computer literate and more highly educated prospective employees entering the job market.
However, online education is not limited to school subjects. Demand for adult education and online courses are some of the most widely available educational resources on the Internet, intended for developing specific skills. Cooking and baking courses, mechanical reparations, interior decoration, are just a few of those quick courses available online.
Another motivation encouraging online education includes foreign languages learning, or just for broadening your culture. Online options are as many as everyone’s need; degree programs, online education courses, training certificates and more, including accredited formal education.
Online education saves time, money, and offers opportunity to those who may have never had it in the past. It may truly be the wave of the future. Helping students to succeed in both education and career aspirations, online education is fast becoming a convenient, but credible educational tool of the modern era.
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Master of Education Online – The Route Chosen by Aspiring Education Administrators
Jim Zorn asked:
The Master of Education Online is among the best possible educational paths for those aspiring to be education administrators like Principals, Assistant Principals, School Administrators, College Provosts, Vice Presidents of Student Affairs, Directors of Admissions, Registrars, etc.
For individuals being considered for the post of an education administrator, both professional experience as an educator or school administrative assistant, and graduate level qualification in education are equally important.
Distance learning provides the perfect simultaneous solution for both, without affecting the other. No wonder that Master of Education Online courses are offered by more and more American Universities and Colleges, and are in high demand across the nation.
What It Involves:
Master of Education Online involves distance learning or online courses that culminate in graduate degrees like M.Ed., M.A.E., or Ed.M. Though these are just naming conventions followed by different Universities, other significant differences exist between different Master of Education programs.
Mainly, these differences are about program specializations. Common branches for Master of Education are Educational Administration, Guidance Counseling, Academic Enrichment, Preparation for Ed.D or Ph.D, and Higher Education / Student Affairs. These specializations correspond to the specific field in which an aspiring education administrator is planning to enter.
Apart from these, several subject-wise courses are available, like, Master of Science (M.S.) in Education, M.A. English Language Learning, M.A. Mathematics Education, etc, as well as specialized Master of Education courses in subjects like Learning and Technology, Measurement and Evaluation, Educational Leadership, Curriculum and Instruction, e-Learning etc.
Why Education Administration?
Considering the immense responsibilities expected of a present-day education administrator, the field is clearly not for everyone. The demands from students, parents, governments, and the community, are indeed high.
Still, the competition to be a recognized education administrator is great even today. The reason is simple – education administrators get to work in such socially fulfilling and influential positions like Principals, School Administrators, Directors of Admissions, Registrars, etc.
Why Master of Education?
A Master of Education degree is an absolute prerequisite to enter the career of an Education Administrator. This is especially so in the public schools of most states. Today, whether a school is public or private, education administrators with only a bachelor’s degree, are generally only found in preschools.
On the other end of the spectrum, in Universities and Colleges, even a Master of Education degree is not considered enough, except for posts like College Provosts, Vice Presidents of Student Affairs, Directors of Admissions etc. More academically responsible posts in colleges, like Dean, Director, and Chairperson, definitely call for a doctoral degree in education, after a Master of Education program.
Lastly, Master of Education graduates also earn at least $10,000 per year more than their counterparts with only a bachelor’s degree.
Why Master of Education Online?
Today, almost everyone who succeeds at getting a start in education administration, are already employed in schools or colleges. They are predominantly teachers, but also include those working as school counselors, curriculum specialists, subject matter advisors, recruiters, librarians, residence hall directors, financial aid specialists, admissions counselors, etc.
The reason is rational enough – a good education administrator should first be a good educator. For example, only a proven teacher can hope to be an accepted Assistant Principal or Principal. In fact, this proven track-record is as much a prerequisite as a Master of Education degree.
On the other hand, most accredited Master of Education programs are tougher to complete than other graduate degrees, and it takes a longer time frame too. Clearly, this presents a problem for aspirants who can’t dream of losing their current position for further education’s sake. Master of Education Online becomes popular, as it addresses this problem elegantly.
What to Expect From Master of Education Online, in the Future?
New education administrators are expected to be in great demand for the next ten years, as a significant percentage of older professionals will retire within this period. This will result in greater demand for Master of Education Online courses, and more and more Universities and Colleges providing it.
While demand for primary and secondary school administrators will remain steady, demand for preschool and post-secondary administrators are expected to gather momentum, reflecting the greater student enrollments in these segments.
Conclusion
Motivated by the social fulfillment and better pay prospects possible for an education administrator, more and more teachers and other education professionals are opting to be an education administrator. Since this role calls for continuing professional experience and a Master of Education degree, there is great demand for Master of Education Online courses.
The growth prospects for roles in education administration, like, Principals, Assistant Principals etc, are excellent.
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The Master of Education Online is among the best possible educational paths for those aspiring to be education administrators like Principals, Assistant Principals, School Administrators, College Provosts, Vice Presidents of Student Affairs, Directors of Admissions, Registrars, etc.
For individuals being considered for the post of an education administrator, both professional experience as an educator or school administrative assistant, and graduate level qualification in education are equally important.
Distance learning provides the perfect simultaneous solution for both, without affecting the other. No wonder that Master of Education Online courses are offered by more and more American Universities and Colleges, and are in high demand across the nation.
What It Involves:
Master of Education Online involves distance learning or online courses that culminate in graduate degrees like M.Ed., M.A.E., or Ed.M. Though these are just naming conventions followed by different Universities, other significant differences exist between different Master of Education programs.
Mainly, these differences are about program specializations. Common branches for Master of Education are Educational Administration, Guidance Counseling, Academic Enrichment, Preparation for Ed.D or Ph.D, and Higher Education / Student Affairs. These specializations correspond to the specific field in which an aspiring education administrator is planning to enter.
Apart from these, several subject-wise courses are available, like, Master of Science (M.S.) in Education, M.A. English Language Learning, M.A. Mathematics Education, etc, as well as specialized Master of Education courses in subjects like Learning and Technology, Measurement and Evaluation, Educational Leadership, Curriculum and Instruction, e-Learning etc.
Why Education Administration?
Considering the immense responsibilities expected of a present-day education administrator, the field is clearly not for everyone. The demands from students, parents, governments, and the community, are indeed high.
Still, the competition to be a recognized education administrator is great even today. The reason is simple – education administrators get to work in such socially fulfilling and influential positions like Principals, School Administrators, Directors of Admissions, Registrars, etc.
Why Master of Education?
A Master of Education degree is an absolute prerequisite to enter the career of an Education Administrator. This is especially so in the public schools of most states. Today, whether a school is public or private, education administrators with only a bachelor’s degree, are generally only found in preschools.
On the other end of the spectrum, in Universities and Colleges, even a Master of Education degree is not considered enough, except for posts like College Provosts, Vice Presidents of Student Affairs, Directors of Admissions etc. More academically responsible posts in colleges, like Dean, Director, and Chairperson, definitely call for a doctoral degree in education, after a Master of Education program.
Lastly, Master of Education graduates also earn at least $10,000 per year more than their counterparts with only a bachelor’s degree.
Why Master of Education Online?
Today, almost everyone who succeeds at getting a start in education administration, are already employed in schools or colleges. They are predominantly teachers, but also include those working as school counselors, curriculum specialists, subject matter advisors, recruiters, librarians, residence hall directors, financial aid specialists, admissions counselors, etc.
The reason is rational enough – a good education administrator should first be a good educator. For example, only a proven teacher can hope to be an accepted Assistant Principal or Principal. In fact, this proven track-record is as much a prerequisite as a Master of Education degree.
On the other hand, most accredited Master of Education programs are tougher to complete than other graduate degrees, and it takes a longer time frame too. Clearly, this presents a problem for aspirants who can’t dream of losing their current position for further education’s sake. Master of Education Online becomes popular, as it addresses this problem elegantly.
What to Expect From Master of Education Online, in the Future?
New education administrators are expected to be in great demand for the next ten years, as a significant percentage of older professionals will retire within this period. This will result in greater demand for Master of Education Online courses, and more and more Universities and Colleges providing it.
While demand for primary and secondary school administrators will remain steady, demand for preschool and post-secondary administrators are expected to gather momentum, reflecting the greater student enrollments in these segments.
Conclusion
Motivated by the social fulfillment and better pay prospects possible for an education administrator, more and more teachers and other education professionals are opting to be an education administrator. Since this role calls for continuing professional experience and a Master of Education degree, there is great demand for Master of Education Online courses.
The growth prospects for roles in education administration, like, Principals, Assistant Principals etc, are excellent.
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Catholic Education: a Framework for Catholic Administrators in Thailand
Nicholas Phiranant Numkanisorn asked:
Reason to exist as Catholic school
The Purpose of a Catholic School is to be a Catholic School. Any institution which bears the name Catholic and participates in this mission must find its own specific mission under its maternal shadow. The Catholic school must be of, with and for the church because her purpose, identity and mission proceed from the Communion of the Church. In words of Congregation for Catholic school, the church clearly indicates that the establishment of catholic school is for the mission of the church. It asserts that “To carry out her saving mission, the Church uses, above all, the means which Jesus Christ has given her. She also uses other means which at different times and in different cultures have proved effective in achieving and, promoting the development of the human person. She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed”.
The Sacred congregation for Catholic School emphasizes catholic school to present itself catholic and states clearly that for this reason only that catholic school has the right to exist. It states the following:
“While acknowledging this duty of the local Churches, the Sacred Congregation believes that now is the opportune moment to offer its own contribution by re-emphasising clearly the educational value of the Catholic school. It is in this value that the Catholic school’s fundamental reason for existing and the basis of its genuine apostolate is to be found. “
In line with the above, the great Western Bishop Augustine states “Catholic schools are an extension of the Catholic Church, a cell of the Body of Christ”. Since the church has its mission in evangelization, She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed.
In support of the above view, Deacon Keith Fournier, a Deacon of the Diocese of Richmond, Virginia asserted that “The Catholic School derives its’ very reason for existence, its’ identity, by living in the Heart of the Church. It finds its missionary assignment only when it sees its placement within the Ark of the Church. Thus, like the Church of which she is an extension, the Catholic school shares in the mission of Jesus Christ”.
To conclude the catholic school does not exist for itself. It owns its existence on the mission of the church that is to evangelize. The existence of catholic is therefore is to inform and educate the whole student, who is an integrated human person, in the teaching, “the mind” of the Catholic Church, thus preparing men and women with a profoundly Catholic Vision of life. Catholic school therefore finds its true justification in the mission of the Church. This justification finds its meaning on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the catholic school evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its students. Only by doing this will the Catholic school fulfill its vital mission and has the right to pursue its existence.
Catholic school mission
As mentioned above, Catholic school attaches its meaning to mission of the church. The church herself is clear of her mission for She always and seriously reflects on it. In the Catholic school (1977), she states the Church is constantly deepening her awareness of herself and meditating on the mystery of her being and mission. Thus she is ever rediscovering her living relationship with Christ “in order to discover greater light, energy, and joy in fulfilling her mission and determining the best way to ensure that her relationship with humanity is closer and more efficacious” – that humanity of which she is a part and yet so undeniably distinct. Her destiny is to serve humanity until it reaches its fullness in Christ. Evangelisation is, therefore, the mission of the Church; that is she must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God.
In light of the above catholic school as part of the church can not do otherwise, but to evangelize, that is it must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God.
The church herself realizes that to find Her light and strength she needs to constantly renew Her living relationship with Christ. Moved by the same Spirit, Catholic school must always deepen its awareness and meditates on the mystery of its being and mission so that it is ever rediscovering its living relationship with Christ. As a result Catholic school will be able to discover greater light, energy, and joy in fulfilling its mission and determining the best way to ensure that its educational mission with the young will be more efficacious and more fruitful until it reaches its fullness in Christ.
In the words of the Congregation for Catholic education, the church further shed light to catholic school of its commitment. It asserts:
“The Catholic school is committed thus to the development of the whole man, since in Christ, the Perfect Man, all human values find their fulfillment and unity. Herein lies the specifically Catholic character of the school. Its duty to cultivate human values in their own legitimate right in accordance with its particular mission to serve all men has its origin in the figure of Christ. He is the One Who ennobles man, gives meaning to human life, and is the Model which the Catholic school offers to its pupils.”
The document continues to insist that Catholic school should transition itself from an institution to a community. This community dimension is primarily built on theological concept rather than a sociological category. Catholic school therefore should reflect its mission entrusted to it by the Lord, the Church gradually develops its pastoral instruments so that they may become ever more effective in proclaiming the Gospel and promoting total human formation. The Catholic school is one of these pastoral instruments; its specific pastoral service consists in mediating between faith and culture: being faithful to the newness of the Gospel while at the same time respecting the autonomy and the methods proper to human knowledge.
The document further ascertains that the Catholic school finds its true justification in the mission of the Church; it is based on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the local Church evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its members. The Holy Father affirms that “the need for the Catholic school becomes evidently clear when we consider what it contributes to the development of the mission of the People of God, to the dialogue between Church and the human community, to the safeguarding of freedom of conscience …”. Above all, according to the Holy Father, the Catholic school helps in achieving a double objective: “of its nature it guides men and women to human and Christian perfection, and at the same time helps them to become mature in their faith. For those who believe in Christ, these are two facets of a single reality”
Thus the catholic school needs to deepen its understanding on the mission of the church. Realizing the importance of its mission will provide a clear and distinct picture of what catholic school should be like and run itself in such a way that its service will be directed to the right path in enhancing its students in line with the mission of the church.
Examination of Catholic School Mission: A Synthesis of Faith, Culture, and Life
In order to respond to the new challenges faithfully and truthfully, Catholic school needs to examine its distinguishing characteristic of a Catholic school. Moreover the Church also invites Catholic school to reflect whether or not the words of the Council have become a reality. The Church describes it this way: “The Catholic school pursues cultural goals and the natural development of youth to the same degree as any other school. What makes the Catholic school distinctive is its attempt to generate a community climate in the school that is permeated by the Gospel spirit of freedom and love. It tries to guide the adolescents in such a way that personality development goes hand in hand with the development of the “new creature” that each one has become through baptism. It tries to relate all of human culture to the good news of salvation so that the light of faith will illumine everything that the students will gradually come to learn about the world, about life, and about the human person” (the Religious Dimension of Education in Catholic School).
In Declaration on Christian Education, the document asserts that “Christ is the foundation of the whole educational enterprise in a Catholic school. His revelation gives new meaning to life and helps man to direct his thought, action and will according to the Gospel, making the beatitudes his norm of life. The fact that in their own individual ways all members of the school community share this Christian vision, makes the school “Catholic”; principles of the Gospel in this manner become the educational norms since the school then has them as its internal motivation and final goal.” This vision is to form pupils into development of the whole man, in Christ, the Perfect Man. In Him all human values find their fulfilment and unity.
Meaning to say the core of Catholic school mission is on Christ and in Him it finds its manifestation in the principles of the Gospel. Catholic school must therefore be aware of this and devotes itself to cultivate human values in their own legitimate right in accordance with its particular mission to serve all pupils and its origin in the figure of Christ. In so doing only Catholic school can claim its achievement and on these educational norms only catholic school can qualify itself.
In the light of this vision, the Church suggests a means to form Her children in school. She considers culture as a means of communication to do so. She states “the Catholic school has as its aim the critical communication of human culture and the total formation of the individual, it works towards this goal guided by its Christian vision of reality “through which our cultural heritage acquires its special place in the total vocational life of man””
The church further suggests that Catholic school becomes aware of the existing relationship between faith and human culture in them and help them grow beyond this limited human reality. In GAUDIUM ET SPES, it stresses: “Human culture remains human, and must be taught with scientific objectivity. But the lessons of the teacher and the reception of those students who are believers will not divorce faith from this culture. This would be a major spiritual loss. The world of human culture and the world of religion are not like two parallel lines that never meet; points of contact are established within the human person. ……….Everyone should work together, each one developing his or her own subject area with professional competence, but sensitive to those opportunities in which they can help students to see beyond the limited horizon of human reality.”
The church clearly sees where the achievement of Catholic education lies in. She considers the achievement of the aim of catholic school not so much in the method of teaching or the subject matters but in the person of teacher who must be able to integrate culture and faith together. In the same document, it states “To achieve this specific aim of the Catholic school depends not so much on subject matter or methodology as on the people who work there. The extent to which the Christian message is transmitted through education depends to a very great extent on the teachers. The integration of culture and faith is mediated by the other integration of faith and life in the person of the teacher. The nobility of the task to which teachers are called demands that, in imitation of Christ, the only Teacher, they reveal the Christian message not only by word but also by every gesture of their behaviour. This is what makes the difference between a school whose education is permeated by the Christian spirit and one in which religion is only regarded as an academic subject like any other.”
Here too, in the communication of culture, teachers have a special role to play. They are the authors of, and the sharers in, the more lay aspects of culture; their mission, then, is to help the students come to understand, from a lay point of view, the global character that is proper to culture, the synthesis which will join together the lay and the religious aspects of culture, and the personal contribution which those in the lay state can be expected to make to culture.
Moreover the church considers teachers to be in an excellent position to guide pupil to a deepening of his faith and to enrich and enlighten his human knowledge with the data of the faith. The church suggests that teachers need to find occasions in teaching when pupils can be stimulated by insights of faith. They can use academic subjects to form pupils towards the development of a mature Christian and a total commitment to Christ. Furthermore teachers should also be concerned with the educational context when they apply their methods of teaching. In support of this aspect the church states:
“The communication of culture in an educational context involves a methodology, whose principles and techniques are collected together into a consistent pedagogy. A variety of pedagogical theories exist; the choice of the Catholic educator, based on a Christian concept of the human person, should be the practice of a pedagogy which gives special emphasis to direct and personal contact with the students. If the teacher undertakes this contact with the conviction that students are already in possession of fundamentally positive values, the relationship will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher.”
From this it is clear that Catholic school has to review its entire programme of formation, both its content and the methods used, in the light of that vision of the reality from which it draws its inspiration and on which it depends. It means that all subjects and all activities in a Catholic School should be conducted and taught in consideration with culture of the pupils under the same aim that Christ is the center of their lives and in Him they find fulfillment of their lives. The achievement of this aim is mostly laid upon the endeavour of teachers, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history.
Conclusion
The attempt of this paper was to present to catholic Educators in Thailand a framework on which they can base their response to the new challenges such as the crisis of values assumes the forms, often exalted by the media, of subjectivism, moral relativism and nihilism, the extreme pluralism pervading contemporary society leads to behaviour patterns which are at times so opposed to one another as to undermine any idea of community identity, and the rapid structural changes, profound technical innovations and the globalization of the economy affect human life more and more throughout the world (The Catholic School on the Threshold of Third millennium).
To function as an effectively Catholic educational institute, Catholic school can not but realize itself as Catholic. The understanding on Catholic school concept will come as an accident. It needs to be in continual reflection on its mission as part of the church which is to evangelize.
Deepening itself in the true knowledge of its mission catholic school will ultimately crystallize its idea of what Catholic school is like in the light of church’s teaching. As a result, a framework on which new content, new capabilities and new educational models can be drawn to face the new challenges. This framework focuses on the importance of synthesis of Faith culture and Life that means to integrate all the different aspects of human knowledge and growth of the virtues characteristic of the Christian through the subjects taught, in the light of the Gospel.
The achievement of this aim is mostly laid upon the endeavour of teacher, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history. Teacher also has to lead the pupil on to a personal integration of faith and life through the relationship that will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher.”
From this writing the following points are proposed:
1. Catholic schools in Thailand should not be clouded only with the vision of how to respond relevantly to the new challenges but also how to preserve their identity as catholic school.
2. Catholic school should give due importance to the formation of its teachers and also provide them with adequate knowledge and practice.
3. Establishment of Advanced Learning for Catholic Educators should be considered urgent and necessary.
REFERENCES
Congregation for Catholic Education, The Catholic School, 1977.
Congregation for Catholic Education, Lay Catholics in Schools: Witnesses to Faith, 1982.
Congregation for Catholic Education, The Religious Dimension of Education in a Catholic School, 1988. Pope John Paul II, At the Beginning of the Third Millennium, 2001. Pope John Paul II, The Church in America, 1999.
Congregation for Catholic Education, The Catholic School on the Threshold of the Third Millennium, 1997.
education
Reason to exist as Catholic school
The Purpose of a Catholic School is to be a Catholic School. Any institution which bears the name Catholic and participates in this mission must find its own specific mission under its maternal shadow. The Catholic school must be of, with and for the church because her purpose, identity and mission proceed from the Communion of the Church. In words of Congregation for Catholic school, the church clearly indicates that the establishment of catholic school is for the mission of the church. It asserts that “To carry out her saving mission, the Church uses, above all, the means which Jesus Christ has given her. She also uses other means which at different times and in different cultures have proved effective in achieving and, promoting the development of the human person. She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed”.
The Sacred congregation for Catholic School emphasizes catholic school to present itself catholic and states clearly that for this reason only that catholic school has the right to exist. It states the following:
“While acknowledging this duty of the local Churches, the Sacred Congregation believes that now is the opportune moment to offer its own contribution by re-emphasising clearly the educational value of the Catholic school. It is in this value that the Catholic school’s fundamental reason for existing and the basis of its genuine apostolate is to be found. “
In line with the above, the great Western Bishop Augustine states “Catholic schools are an extension of the Catholic Church, a cell of the Body of Christ”. Since the church has its mission in evangelization, She establishes her own schools because she considers them as a privileged means of promoting the formation of the whole man, since the school is a centre in which a specific concept of the world, of man, and of history is developed and conveyed.
In support of the above view, Deacon Keith Fournier, a Deacon of the Diocese of Richmond, Virginia asserted that “The Catholic School derives its’ very reason for existence, its’ identity, by living in the Heart of the Church. It finds its missionary assignment only when it sees its placement within the Ark of the Church. Thus, like the Church of which she is an extension, the Catholic school shares in the mission of Jesus Christ”.
To conclude the catholic school does not exist for itself. It owns its existence on the mission of the church that is to evangelize. The existence of catholic is therefore is to inform and educate the whole student, who is an integrated human person, in the teaching, “the mind” of the Catholic Church, thus preparing men and women with a profoundly Catholic Vision of life. Catholic school therefore finds its true justification in the mission of the Church. This justification finds its meaning on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the catholic school evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its students. Only by doing this will the Catholic school fulfill its vital mission and has the right to pursue its existence.
Catholic school mission
As mentioned above, Catholic school attaches its meaning to mission of the church. The church herself is clear of her mission for She always and seriously reflects on it. In the Catholic school (1977), she states the Church is constantly deepening her awareness of herself and meditating on the mystery of her being and mission. Thus she is ever rediscovering her living relationship with Christ “in order to discover greater light, energy, and joy in fulfilling her mission and determining the best way to ensure that her relationship with humanity is closer and more efficacious” – that humanity of which she is a part and yet so undeniably distinct. Her destiny is to serve humanity until it reaches its fullness in Christ. Evangelisation is, therefore, the mission of the Church; that is she must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God.
In light of the above catholic school as part of the church can not do otherwise, but to evangelize, that is it must proclaim the good news of salvation to all, generate new creatures in Christ through Baptism, and train them to live knowingly as children of God.
The church herself realizes that to find Her light and strength she needs to constantly renew Her living relationship with Christ. Moved by the same Spirit, Catholic school must always deepen its awareness and meditates on the mystery of its being and mission so that it is ever rediscovering its living relationship with Christ. As a result Catholic school will be able to discover greater light, energy, and joy in fulfilling its mission and determining the best way to ensure that its educational mission with the young will be more efficacious and more fruitful until it reaches its fullness in Christ.
In the words of the Congregation for Catholic education, the church further shed light to catholic school of its commitment. It asserts:
“The Catholic school is committed thus to the development of the whole man, since in Christ, the Perfect Man, all human values find their fulfillment and unity. Herein lies the specifically Catholic character of the school. Its duty to cultivate human values in their own legitimate right in accordance with its particular mission to serve all men has its origin in the figure of Christ. He is the One Who ennobles man, gives meaning to human life, and is the Model which the Catholic school offers to its pupils.”
The document continues to insist that Catholic school should transition itself from an institution to a community. This community dimension is primarily built on theological concept rather than a sociological category. Catholic school therefore should reflect its mission entrusted to it by the Lord, the Church gradually develops its pastoral instruments so that they may become ever more effective in proclaiming the Gospel and promoting total human formation. The Catholic school is one of these pastoral instruments; its specific pastoral service consists in mediating between faith and culture: being faithful to the newness of the Gospel while at the same time respecting the autonomy and the methods proper to human knowledge.
The document further ascertains that the Catholic school finds its true justification in the mission of the Church; it is based on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the local Church evangelizes, educates, and contributes to the formation of a healthy and morally sound life-style among its members. The Holy Father affirms that “the need for the Catholic school becomes evidently clear when we consider what it contributes to the development of the mission of the People of God, to the dialogue between Church and the human community, to the safeguarding of freedom of conscience …”. Above all, according to the Holy Father, the Catholic school helps in achieving a double objective: “of its nature it guides men and women to human and Christian perfection, and at the same time helps them to become mature in their faith. For those who believe in Christ, these are two facets of a single reality”
Thus the catholic school needs to deepen its understanding on the mission of the church. Realizing the importance of its mission will provide a clear and distinct picture of what catholic school should be like and run itself in such a way that its service will be directed to the right path in enhancing its students in line with the mission of the church.
Examination of Catholic School Mission: A Synthesis of Faith, Culture, and Life
In order to respond to the new challenges faithfully and truthfully, Catholic school needs to examine its distinguishing characteristic of a Catholic school. Moreover the Church also invites Catholic school to reflect whether or not the words of the Council have become a reality. The Church describes it this way: “The Catholic school pursues cultural goals and the natural development of youth to the same degree as any other school. What makes the Catholic school distinctive is its attempt to generate a community climate in the school that is permeated by the Gospel spirit of freedom and love. It tries to guide the adolescents in such a way that personality development goes hand in hand with the development of the “new creature” that each one has become through baptism. It tries to relate all of human culture to the good news of salvation so that the light of faith will illumine everything that the students will gradually come to learn about the world, about life, and about the human person” (the Religious Dimension of Education in Catholic School).
In Declaration on Christian Education, the document asserts that “Christ is the foundation of the whole educational enterprise in a Catholic school. His revelation gives new meaning to life and helps man to direct his thought, action and will according to the Gospel, making the beatitudes his norm of life. The fact that in their own individual ways all members of the school community share this Christian vision, makes the school “Catholic”; principles of the Gospel in this manner become the educational norms since the school then has them as its internal motivation and final goal.” This vision is to form pupils into development of the whole man, in Christ, the Perfect Man. In Him all human values find their fulfilment and unity.
Meaning to say the core of Catholic school mission is on Christ and in Him it finds its manifestation in the principles of the Gospel. Catholic school must therefore be aware of this and devotes itself to cultivate human values in their own legitimate right in accordance with its particular mission to serve all pupils and its origin in the figure of Christ. In so doing only Catholic school can claim its achievement and on these educational norms only catholic school can qualify itself.
In the light of this vision, the Church suggests a means to form Her children in school. She considers culture as a means of communication to do so. She states “the Catholic school has as its aim the critical communication of human culture and the total formation of the individual, it works towards this goal guided by its Christian vision of reality “through which our cultural heritage acquires its special place in the total vocational life of man””
The church further suggests that Catholic school becomes aware of the existing relationship between faith and human culture in them and help them grow beyond this limited human reality. In GAUDIUM ET SPES, it stresses: “Human culture remains human, and must be taught with scientific objectivity. But the lessons of the teacher and the reception of those students who are believers will not divorce faith from this culture. This would be a major spiritual loss. The world of human culture and the world of religion are not like two parallel lines that never meet; points of contact are established within the human person. ……….Everyone should work together, each one developing his or her own subject area with professional competence, but sensitive to those opportunities in which they can help students to see beyond the limited horizon of human reality.”
The church clearly sees where the achievement of Catholic education lies in. She considers the achievement of the aim of catholic school not so much in the method of teaching or the subject matters but in the person of teacher who must be able to integrate culture and faith together. In the same document, it states “To achieve this specific aim of the Catholic school depends not so much on subject matter or methodology as on the people who work there. The extent to which the Christian message is transmitted through education depends to a very great extent on the teachers. The integration of culture and faith is mediated by the other integration of faith and life in the person of the teacher. The nobility of the task to which teachers are called demands that, in imitation of Christ, the only Teacher, they reveal the Christian message not only by word but also by every gesture of their behaviour. This is what makes the difference between a school whose education is permeated by the Christian spirit and one in which religion is only regarded as an academic subject like any other.”
Here too, in the communication of culture, teachers have a special role to play. They are the authors of, and the sharers in, the more lay aspects of culture; their mission, then, is to help the students come to understand, from a lay point of view, the global character that is proper to culture, the synthesis which will join together the lay and the religious aspects of culture, and the personal contribution which those in the lay state can be expected to make to culture.
Moreover the church considers teachers to be in an excellent position to guide pupil to a deepening of his faith and to enrich and enlighten his human knowledge with the data of the faith. The church suggests that teachers need to find occasions in teaching when pupils can be stimulated by insights of faith. They can use academic subjects to form pupils towards the development of a mature Christian and a total commitment to Christ. Furthermore teachers should also be concerned with the educational context when they apply their methods of teaching. In support of this aspect the church states:
“The communication of culture in an educational context involves a methodology, whose principles and techniques are collected together into a consistent pedagogy. A variety of pedagogical theories exist; the choice of the Catholic educator, based on a Christian concept of the human person, should be the practice of a pedagogy which gives special emphasis to direct and personal contact with the students. If the teacher undertakes this contact with the conviction that students are already in possession of fundamentally positive values, the relationship will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher.”
From this it is clear that Catholic school has to review its entire programme of formation, both its content and the methods used, in the light of that vision of the reality from which it draws its inspiration and on which it depends. It means that all subjects and all activities in a Catholic School should be conducted and taught in consideration with culture of the pupils under the same aim that Christ is the center of their lives and in Him they find fulfillment of their lives. The achievement of this aim is mostly laid upon the endeavour of teachers, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history.
Conclusion
The attempt of this paper was to present to catholic Educators in Thailand a framework on which they can base their response to the new challenges such as the crisis of values assumes the forms, often exalted by the media, of subjectivism, moral relativism and nihilism, the extreme pluralism pervading contemporary society leads to behaviour patterns which are at times so opposed to one another as to undermine any idea of community identity, and the rapid structural changes, profound technical innovations and the globalization of the economy affect human life more and more throughout the world (The Catholic School on the Threshold of Third millennium).
To function as an effectively Catholic educational institute, Catholic school can not but realize itself as Catholic. The understanding on Catholic school concept will come as an accident. It needs to be in continual reflection on its mission as part of the church which is to evangelize.
Deepening itself in the true knowledge of its mission catholic school will ultimately crystallize its idea of what Catholic school is like in the light of church’s teaching. As a result, a framework on which new content, new capabilities and new educational models can be drawn to face the new challenges. This framework focuses on the importance of synthesis of Faith culture and Life that means to integrate all the different aspects of human knowledge and growth of the virtues characteristic of the Christian through the subjects taught, in the light of the Gospel.
The achievement of this aim is mostly laid upon the endeavour of teacher, their endeavour to interweave faith and culture which has become the heart of individual subjects, makes for unity, articulation and coordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history. Teacher also has to lead the pupil on to a personal integration of faith and life through the relationship that will allow for an openness and a dialogue which will facilitate an understanding of the witness to faith that is revealed through the behaviour of the teacher.”
From this writing the following points are proposed:
1. Catholic schools in Thailand should not be clouded only with the vision of how to respond relevantly to the new challenges but also how to preserve their identity as catholic school.
2. Catholic school should give due importance to the formation of its teachers and also provide them with adequate knowledge and practice.
3. Establishment of Advanced Learning for Catholic Educators should be considered urgent and necessary.
REFERENCES
Congregation for Catholic Education, The Catholic School, 1977.
Congregation for Catholic Education, Lay Catholics in Schools: Witnesses to Faith, 1982.
Congregation for Catholic Education, The Religious Dimension of Education in a Catholic School, 1988. Pope John Paul II, At the Beginning of the Third Millennium, 2001. Pope John Paul II, The Church in America, 1999.
Congregation for Catholic Education, The Catholic School on the Threshold of the Third Millennium, 1997.
education
Medieval Education
Steve asked:
Medieval education is about education that was conducted in the medieval period. Medieval education is seen as quite an unusual form of education. However, by the 15th century, there were options for a student to be educated further. Some schools even housed both genders, but this was during the day only. Children were taught their basics, such as how to read and write. This is because these were the basic requirements if they wanted to be accepted under apprenticeship in any guild.
Medieval education also consisted of peasant children going to school. However, they made up a very small number. They were taught how to read and write, and also studied basic math. This education for peasants was usually conducted at a monastery.
As part of medieval education, noble girls and even boys were sent to learn at nunneries. There, they would receive their basic education. The nuns taught these students how to read and write too. They would also teach them how to pray. Girls were additionally taught how to spin and do needlework amid other domestic skills. www.360career.com These were inculcated in order to prepare them for later life, as these were basic skills required when a woman got married.
If a child took his or her education seriously at a monastery, he or she would have a monastic life. However, this was quite rare for an average townsman or peasant. Also, these individuals would be carefully selected for these ranks. If they were deemed suitable according to their demeanour, they would be brought up by the monks.
Today, medieval education practices are still visible. The same monastery education students are given is a clear reflection of it. The education that children receive at missionary schools in various parts of the world also reflects similar forms of education. A major difference that is seen is the widespread existence of books. In medieval times, there were many schools that operated without the use of books. Students were taught by skilled masters, and were often educated for dubious benefits. The rich or others that did provide education in medieval times did so for their personal gain. There were very few that really wanted to educate people in the true spirit of enlightening more minds.
As time has passed by, some aspects of medieval education have faded while others have remained. It can be argued that the aspects of medieval education that were useful for the purpose of education have remained. Regardless of some characteristics remaining, the overall process has changed a great deal. This is because education could not have the same face as it did hundreds of years ago. Today’s education is different from medieval education in so many ways. For example, you have the inclusion of group work and activity based learning. You also have the inclusion of computers for education in this modern age. No one in the medieval period would have ever contemplated the use of such items.
Another important development to mention, and one that is used almost throughout the world is the Montessori method. This is something that did not exist in the medieval period, and it took many years for it to be popularized since Maria Montessori first used it. Indeed, the Montessori Method cannot be likened to any medieval method of education. It was developed independently as an innovative teaching method. In addition to the Montessori Method, there are other teaching areas today that have been developed without any medieval education influence.
Though medieval education has provided the fundamentals for formal education, some people prefer to deny medieval education methods the credit it is given. They believe that the formal method of students being seated in classrooms would have developed later anyway, whether medieval education used this arrangement or not. This does make sense because it is unthinkable for any other arrangement to be used. It is further argued that it is more likely that this would have been the case in modern education because student interaction is encouraged. For better student interaction, a classroom of a suitable number of students would have been recommended. Regardless of these arguments, we still find many traces of medieval education in our modern setups today.
For more about Medieval Education visit: www.360career.com/content/Medieval-Education.asp
Caffeinated Content
Medieval education is about education that was conducted in the medieval period. Medieval education is seen as quite an unusual form of education. However, by the 15th century, there were options for a student to be educated further. Some schools even housed both genders, but this was during the day only. Children were taught their basics, such as how to read and write. This is because these were the basic requirements if they wanted to be accepted under apprenticeship in any guild.
Medieval education also consisted of peasant children going to school. However, they made up a very small number. They were taught how to read and write, and also studied basic math. This education for peasants was usually conducted at a monastery.
As part of medieval education, noble girls and even boys were sent to learn at nunneries. There, they would receive their basic education. The nuns taught these students how to read and write too. They would also teach them how to pray. Girls were additionally taught how to spin and do needlework amid other domestic skills. www.360career.com These were inculcated in order to prepare them for later life, as these were basic skills required when a woman got married.
If a child took his or her education seriously at a monastery, he or she would have a monastic life. However, this was quite rare for an average townsman or peasant. Also, these individuals would be carefully selected for these ranks. If they were deemed suitable according to their demeanour, they would be brought up by the monks.
Today, medieval education practices are still visible. The same monastery education students are given is a clear reflection of it. The education that children receive at missionary schools in various parts of the world also reflects similar forms of education. A major difference that is seen is the widespread existence of books. In medieval times, there were many schools that operated without the use of books. Students were taught by skilled masters, and were often educated for dubious benefits. The rich or others that did provide education in medieval times did so for their personal gain. There were very few that really wanted to educate people in the true spirit of enlightening more minds.
As time has passed by, some aspects of medieval education have faded while others have remained. It can be argued that the aspects of medieval education that were useful for the purpose of education have remained. Regardless of some characteristics remaining, the overall process has changed a great deal. This is because education could not have the same face as it did hundreds of years ago. Today’s education is different from medieval education in so many ways. For example, you have the inclusion of group work and activity based learning. You also have the inclusion of computers for education in this modern age. No one in the medieval period would have ever contemplated the use of such items.
Another important development to mention, and one that is used almost throughout the world is the Montessori method. This is something that did not exist in the medieval period, and it took many years for it to be popularized since Maria Montessori first used it. Indeed, the Montessori Method cannot be likened to any medieval method of education. It was developed independently as an innovative teaching method. In addition to the Montessori Method, there are other teaching areas today that have been developed without any medieval education influence.
Though medieval education has provided the fundamentals for formal education, some people prefer to deny medieval education methods the credit it is given. They believe that the formal method of students being seated in classrooms would have developed later anyway, whether medieval education used this arrangement or not. This does make sense because it is unthinkable for any other arrangement to be used. It is further argued that it is more likely that this would have been the case in modern education because student interaction is encouraged. For better student interaction, a classroom of a suitable number of students would have been recommended. Regardless of these arguments, we still find many traces of medieval education in our modern setups today.
For more about Medieval Education visit: www.360career.com/content/Medieval-Education.asp
Caffeinated Content
