Education in the 17th Century: Locke, Comenius & Guilds
Locke’s Vision for Educating British Gentlemen
How should the education of a British gentleman be according to Locke?
John Locke’s philosophy on the education of English gentlemen emphasized a holistic approach. He envisioned them as individuals with multifaceted development: physical, intellectual, social, practical, moral, political, and religious. Locke believed that education should enable men to thrive in all these dimensions.
Comenius’ Educational Project: Universal Schooling
How was the educational project of Comenius?
- Universal Access: Schools should be open to everyone, regardless of gender (boys and girls).
- Pleasant Learning Environment: Schools should be engaging, with attractive indoor decorations and outdoor gardens.
- Practical Experience: Learning is enhanced through hands-on experience.
- Learning by Doing: Emphasis on active participation.
- Observation and Practice: Key elements of the learning process.
- Three Pillars of Education: Comenius believed the primary goals of education were knowledge, virtue, and piety.
- Comprehensive System: He designed a complete educational system.
Comenius’ Four Stages of Education
Comenius proposed a structured system divided into four six-year periods:
- School of Infancy (1-6 years)
- Vernacular School (6-12 years)
- Latin School (12-18 years)
- College (18-24 years)
Vocational Training in Medieval Guilds
Medieval guilds played a crucial role in vocational training and education. They provided a structured apprenticeship system for various trades, encompassing three stages:
- Apprentice: The initial learning phase.
- Journeyman: A skilled worker who had completed their apprenticeship but was not yet a master.
- Master Workman: The highest level of skill and expertise, capable of independent work and training apprentices.
This system represented a form of corporate training for skilled workers. Some guilds also established schools, offering both literary (Latin grammar and secondary education) and vocational/apprenticeship training. Guilds also had educational functions in the political education of their members, forming a corporation where members deliberated, voted, and received practical civic education.
Humanism vs. Realism in Education
What are the differences between humanism and realism in education, and what societal changes occurred from humanism to realism?
Realism in education emphasized concrete knowledge and practical, vocational skills. The study of languages focused on commercial or diplomatic use rather than literary pursuits. Arts, music, dance, and literature received less emphasis. Realists advocated for new teaching methods based on direct experience.
Humanism in education, conversely, promoted a liberal education where all free men could engage in worthy studies. Humanists used the book of liberal studies and prepared students for both private and public life.
Societal Changes from Humanism to Realism
The transition from humanism to realism was marked by significant societal shifts:
- Advances in natural sciences and education.
- Emergence of new doctrines of political liberty.
- The rise of international law.
- The foundation of modern philosophy and modern education.
- Growth of mercantile and manufacturing groups.
- Increased emphasis on modern languages in schools.
- Influence of prominent writers advocating for improved educational methods and universal schooling.
However, progress was constrained by the historical context, with the Jesuits remaining the dominant educators in Europe.
Key Achievements of the Scientific Revolution
The 17th century witnessed the emergence of science as an international and collaborative endeavor, marking the beginning of the “Scientific Revolution.” Although its impact was gradual, it led to several key achievements:
- Inclusion of sciences in school curricula.
- Gradual improvement of teaching methods.
- Recommendation of the scientific method of discovery as a teaching approach.
- Science contributing to the overall improvement of schools.
- Development of a science of education.
- Shift in education towards inductive and investigative learning, moving away from authoritarian and rote memorization methods.