The Problem of Grammar in Medieval Education – Art or Science

This article the idea of teaching grammar in the Middle Age and development of grammar from liberal art to science. Aristotle introduced grammar as a free art and gave purpose of teaching in the liberal arts. Clement of Alexandria goes on to justify and argue that grammar is part of liberal arts. Propose symbolic method as the most suitable for teaching grammar. Boethius of Dacia objects to the medieval tradition of teaching the liberal arts and believes that they should all be seen as sciences. He argues that grammar exist and needs to be taught as an objective independent verbal unified science.

Secondary Grammar Education in the Middle Ages

The study of language and literature had a fundamental role in medieval education, being a major subject at all levels of education. This chapter deals with medieval language teaching in Western Christendom, focusing on the core of grammatical treatises, consisting of a systematic description of the parts of speech and their syntax. From the Carolingian reform on, grammar instruction continued to be influenced by logic, and the role of literature diminished. Grammar teaching became increasingly analytical, and Donatus’s standard textbook could no longer meet the requirements of language pedagogy in the High and Later Middle Ages. Its study began to be accompanied by other short treatises, which represented new doctrines, e.g. syntactical theory, and new forms of teaching, such as parsing grammars and grammars in verse.

Indian Education: Ancient, Medieval and Modern

Education is a platform in which young generations are trained and make them future-ready. Education provides knowledge and skills which help the person to be employable. The Indian education system is very popular and diversified among other countries’ education systems due to its change in the evolution from ancient to the modern education system. During the ancient and medieval periods of education, students were trained by teachers in such a manner that they can survive and live in that era. After independence, there is a tremendous growth in the Indian education system providing teaching and training in all aspects, but it does not satisfy the global demands of the market. This chapter focuses on teaching methodology, curriculum, characteristics, methods of learning, aims of the Indian education system during the ancient and medieval period and how it differed in today’s modern education and what are the things that our today’s modern education need to learn and implement from ancient and medieval education. The mentioned points are used to differentiate ancient, medieval, and modern education with advantages and disadvantages. Through this chapter, students, teachers will get to know the difference in the education system and what else to be adapted in the future to overcome all the problems.

A Cultural History of Education in the Medieval Age

The medieval world was a rich blend of cultures and religions within which individuals were shaped and schooled. Men and women learned, taught, worked, fought, and prayed in social contexts that witnessed an expansion of literacy and learning. The chapters in this volume illustrate the extent to which medieval education formed the foundation of the modern educational enterprise. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Medieval Age presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.

Alexandre Delin, Les Étudiants gallois à l’université d’Oxford 1282–1485. Paris: Classiques Garnier, 2019, 526 pp.

Oxford University is historic and old; so, too, is Wales; study of them together thus makes an excellent book. When accomplished by a Frenchman, the result is a tour de force. Overcoming major problems of language, culture, and geography, Alexandre Delin illuminates whole aspects of medieval education, learning, office in Church or State, student life, rioting, homicide, and armed rebellion against the English Crown. His work can be warmly recommended.

LOOK BUT DO NOT TOUCH: PERFECT WOMEN'S EATING BEHAVIOUR IN THE NARRATIVES AND IMAGERY OF THE LATE MIDDLE AGES

Food in the medieval culture functioned not only as everyday essential, but also as a tool for symbolic communication and marker of social or gender identity. From the 13th century onwards, one can grasp an exponential growth in number of various manuals, which informed their reader how one should eat healthy and courteously. These books of manners were written in prose and rhymes, in Latin and vernacular languages and were widely spread amongst medieval elite. Texts were supplemented with symbolic and allegorical illuminations with the scenes with biblical or royal banquets, which should be treated as important sources on their own. Thus, this paper aims at revealing the place that late medieval culture reserved for women in the domain of food and its consumption. Based on the rich narrative and visual evidence, I shall highlight the main elements of the medieval food culture; reveal what was considered as women's socially acceptable behaviour during the banquets and how the social norms impacted the visual culture of banqueting. Late medieval education for women envisaged a quite particular eating behaviour. A woman had to control the needs of her body much more strictly than a man had to, to keep the fast, to pray and to go to the masses at expense of taking food. Once married she had to deprive herself of delicacies, which could be only consumed with her husband. She could not renounce taking food with her husband, what should be considered as a privilege and not as a duty. Visual culture only supported the ideal shaped in the narratives. A woman involved in drinking wine at the table became an allegory of intemperance. This image was contrasted with the image of a noble woman that was excluded from the communicative space of a banquet, who kept her eyes down and her arms on her knees. A woman so temperate that she ignores the food and drinks set for her on the table. Therefore, eating behaviour became another manifestation for women's chastity and humbleness, which were considered essential virtues in late medieval courtly literature.

The [Oxford] Handbook of the History of Education

This handbook offers a global perspective on the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Sections deal with questions of theory and methods, ancient and medieval education, the rise of national school systems, the development of universities in different contexts, problems of inequality and discrimination in education, and reform and institutional change. Specific chapters discuss colonialism and anticolonial struggles, indigenous education, gender issues in education, higher education systems, educational reform, urban and rural education, the education of minority groups, comparative, international, and transnational education, childhood and education, nonformal and informal education, and a range of other topics. Chapters consider changing scholarship in the field, connect nationally oriented works by comparing themes and approaches, and provide suggestions for further research and analysis. Like many other subfields of historical research and writing, the history of education has been deeply affected by international social and political upheaval occurring since the 1960s. In this regard, as chapters weigh the influence of revisionist perspectives at various points in time, they take particular note of those arising after that time. In discussing changing viewpoints, their authors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families, and the educators who have worked with them. Each chapter includes notes and a bibliography for readers interested in further study.