HUMANISM

NORTH OF THE ALPS

PROFESSOR: Garry S. Barlis

PITSBERG DE ROSAS Bachelor of Science in Physical Therapy
 OBJECTIVE

It focused on the
humanity of Jesus and the
implications of this on how
people lived life.
 To learn major goal
of humanism in
northern Europe was to
reform Christendom
 It is more religious
and focused more on
social reform
 ACTIVITY (BE HOOK)
RIDDLE GAMES:
You can carry it everywhere you
go, and it does not get heavy.
What is it?
ACTIVITY (BE HOOK)
ANSWER
Name
ACTIVITY (BE HOOK)
RIDDLE GAMES:

The more there is, the less

you see. What am I?
ACTIVITY (BE HOOK)
ANSWER:
Darknes
s
ACTIVITY (BE HOOK)
RIDDLE GAMES:

Break me, and I’ll cage

you. Obey me, and I’ll
save you. What am I?
ACTIVITY (BE HOOK)
ANSWER:
The Law
 ACTIVITY (BE HOOK)
RIDDLE GAMES:

I can fly but have no wings. I can

cry, but I have no eyes. Wherever
I go, darkness follows me. What
am I?
ACTIVITY (BE HOOK)
ANSWER:
A cloud.
ACTIVITY (BE HOOK)
RIDDLE GAMES

At night, they come without

being fetched. By day they
are lost without being stolen.
What are they?
ACTIVITY (BE HOOK)
ANSWER
The stars.
 ACTIVITY (BE HOOK)
RIDDLE GAMES
Each day many people from all over the world
come and visit me, however, they usually only
stay for a couple of minutes. I am considered by
many to be very dirty, yet few people would
want to live without me. And, whenever people
come to see me, they show a part of
themselves that they rarely show to others.
ACTIVITY (BE HOOK)
ANSWER
A toilet.
 ANALYSIS (BE ENGAGED)
the major goal of humanism in
northern Europe was to reform
Christendom

Are they more religious and

focused more on social reform?
 Does it focused on the
humanity of Jesus and
the implications of this on
how people lived life?
ABSTRACTION (BE FULLYINFORMED)
INTRODUCTION
Northern humanism had 2 characteristics

1. The piety of brethren as

represented in the work of
Tomas Kempis.
 He was a German-Dutch canon
regular of the late medieval period
and the author of The Imitation of
Christ, one of the most popular
and best known Christian
devotional books.
2. The broad literary spirit
found in the work of another
great Heironymias scholar,
Desiderius Erasmus.
 Desiderius Erasmus

is a Dutch priest and scholar

became a leading Christian
humanist during the Renaissance.
He often attacked religious
superstition and abuses he saw in
the church.
 Budaeus
was the greatest French
humanist scholar. He put up a
royal press in Paris and greatly
improved the colleges of
France. Guillaume
Budaeus
Aims of Northern Humanism

1. Social
2. Religious and Moral
3. Literacy
4. Literary
5. Democratic
 Types of Education
1. Social Education
2. Religious and Moral Education
3. Literary Education
4. Literacy Education
5. Democratic Education
 Content to be studied
1. Biblical and classical literature
(translated into Latin by
Erasmus)
2. Church catechism,New
Testament, writings of Jomere
and intensive study of Latin.
4. History, geography and
science(advocated by
Erasmus)
5. Study of Physical
education, music and art.
 Agencies of Education
1. Elementary Schools
2. Secondary Schools
3. Universities
The secondary school and
the university were open only
to male students.
 Methods of Instruction

1. Individualized of Instruction
(advocated by Erasmus)
2. Ciceronianism (imitation of
Cicero’s style of speaking
stunted the growth oh humanism)
3.Double Translation
(this was the method of Roger
Ascham)

4. Educational psychology
(advocated by JuanLuis Vives)
5. Imitation and memorization
(these were used by Sturm at his
Gymnasium
at Strassburg)
6. Class-a-year practice
(this is still used in secondary
schools today)
 Financing
The students paid fees in all
the schools.
Outstanding Contributions to Education

1. The class-a-year practice

are still using today.
2. The emphasis placed on the
social purposes of
education.
REFLECTIVE
 REFERENCES
HUMANISM and MUSLIM EDUCATION by
Ma. Fe P. Pasay BSEd - Supplemental
https://en.wikipedia.org/wiki/Renaissance_humanis
m_in_Northern_Europe
https://en.wikipedia.org/wiki/Northern_Renaissance
https://www.worldhistory.org/
Renaissance_Humanism/
 NATURALISM

PROFESSOR:
PITSBERG DE ROSAS Garry S. Barlis
Bachelor of Science in Physical Therapy
Prayer for today
 OBJECTIVES
● the fundamental
concepts of Naturalism.

● determine the
outstanding contributions
of Naturalism in
education.
ACTIVITY (BE HOOKED)
INTERPRET THE FOLLOWING
ANSWER
Green Grass
INTERPRET THE FOLLOWING
 ANSWER:
Bear in the Woods
INTERPRET THE FOLLOWING
 ANSWER:
BROKEN PROMISES
INTERPRET THE FOLLOWING
 ANSWER:
KNOCK ON WOOD
INTERPRET THE FOLLOWING
ANSWER:
INSIDE JOB
 ANALYSIS (BE ENGAGED)

➔ Is it a purpose to improve

the education of the learner.

➔ it helps the traditional

system of education.
➔ it a carefully detailed
presentation of modern
society

➔ an often featuring
lower-class characters in
an urban setting.
➔ Is the material world is

the only real world?

➔ Or is it the only reality?

➔ Does it focuses on

explanations that

come from the laws of

nature?
ABSTRACTION (BE FULLY INFORMED)
INTRODUCTION

Naturalism is a revolt
against traditional system
of education, which gives
very little freedom to the
child.
 In naturalism, maximum
freedom and central position is
given to the child. This
philosophy believes that
education should be according
to the nature of child.
 NATURALISM
An education movement in
Europe during the eighteenth
century in which child was to be
educated in accordance with the
natural laws of human development,
free from all that was artificial.
 Jean Jacques Rousseau

a French man who’s the

outstanding champion of

naturalism. (1712-1778)
 Aims of Naturalism

Preservation of natural

goodness and virtue- man is

by nature good and virtuous.

Preservation of individual
freedom- to free the individual
from impositions of the state,
the Church, and the aristocratic
society.
Creation of a new society-

there should be “simplicity,

liberty, equality, and fraternity

for all.
 Types of Education of Naturalism

1. General education- Rousseau

was opposed to specialization

because , according to him, this

would make some men dependent

2. Democratic and Universal

education- Rousseau said the

rich and poor should be educated

together in the same way.

3. Moral education-

Rousseau wanted the child

educate morally in the natural

way.
4. Intellectual education-

Rousseau did not approve the

use of books in intellectual

learning. The learner had to learn

through the use of his senses.

5. Religious education
Rousseau felt that the learner
should be educated about religion
only when he reached fifteen
years old when he was able to
distinguish things about religion.
6. Physical education
was added by Johann Bernhard
Basedow who tried to apply the
theories of Rousseau and found
that physical training for health
was wanting in the curriculum of
Rousseau.
7. Industrialization-
was also added by
Basedow for its value in
motor activity.
 Content to Be Studied

1.Natural phenomena,

observation, native tongue

(language), history, astronomy

and geography
2. Counting, measuring

things and weighing things,

measuring distance, drawing

and singing
3. Agriculture and
carpentry

4. Arithmetic and
geometry
5. Astronomy

and

geography
6. At fifteen the pupils

approached human

institutions and relations

7. Also at fifteen the pupil

approached religion
8. For women: singing,

dancing, embroidery and

home chores
Agencies of Education of Naturalism

The Home (Family) The

parents had to handle the

education of their children at

home.
The Tutor Was best
suited to the educational
plan of Rousseau.

Public Authorities The

schools probably were
supported by the state.
 Organization of Grade Level
of Naturalism
Rousseau dividde stages of
growth into:
Infancy (birth to 5 years)-
feelings are dominant in
determining his actions.
Childhood (5 to 12
years)- cannot discern
what is moral and what
is immoral, feelings are
still dominant.
Boyhood- moral reasoning

emerging with his

judgement, but his feelings

are decreasing in

dominance.
Adolescence (15 to 20years)-
the boy realizes that he
cannot leave alone, he has
associate with others. The
sex urge becomes stronger.
His ability to abstract,
imagine and to reason is
developing faster.
 Method of Instruction of
Naturalism
1. Child-Centered

according to Rousseau,

the child must be taught

according to his nature.

 First, the need of the children
must be determined, then the need
must be satisfied through the
activity of the child, by his own
activity the child gains experience,
and through his own experience he
gains knowledge.
2. Discipline

according to Rousseau,

discipline should not be

imposed upon the child but it is

the result of his own action

 Financing of Naturalism

Since Rousseau

advocated a tutorial system,

the child must pay his tutor.

 OUTSTANDING CONTRIBUTIONS
TO EDUCATION
FORMAL DISCIPLINE
Three modern principles of teaching:
principle of growth, principle of
pupil activity and principle of
individualization, plus the order of
nature by which child must be
educated: need, activity, experience
and knowledge.
APPLICATION (BE RELEVANT)

MULTIPLE CHOICE:
Directions: Choose the letter corresponding
to the correct answer for each of the
questions provided below.
1. This was a Renaissance intellectual movement in
which thinkers studied classical texts and focused on
human potential and achievements. A system of
thought is criticized as being centered on the notion of
the rational, autonomous self and ignoring the
unintegrated and conditioned of the individual.
A. Humanism
B. Moralism
C. Nationalism
D. Naturalism
E. Rationalism
ANSWER:
A. Humanism
2. A Dutch priest and scholar became a leading
Christian humanist during the Renaissance. He often
attacked religious superstition and abuses he saw in the
church. He contributed to the Renaissance by revising
ancient works and translating them into Greek and Latin
such as the Bible.
A. Desiderius Erasmus
B. Johan de Witt
C. Mata Hari
D. Piet Mondrian
E. Vincent Von Gogh
 ANSWER:
A. Desiderius Erasmus
3. The writings of some educational theorists and the
statutes of certain schools present a fragmentary picture
of these methods, but an adequate account has yet to be
written. This method was translating a passage into
English and an hour later retranslating it into the original
language for comparative analysis and rendering one
term in the original with two terms?
A. a class-a-year practice
B. dialectics and syllogism
C. double translation
D. imitation and memorization
E. individualism instruction
 ANSWER:
C. double
translation
4. According to Jean Jacques Rousseau he
advocated a non-social education which is preventive
in character. In other words, it is given according to
the laws of nature. Which of the following is not a
Type of Education in Naturalism?
A. general education
B. intellectual education
C. moral education
D. physical education
E. social education
 ANSWER:
E. social education
5. Rousseau’s theory of education emphasized believed that if
children are allowed to develop naturally without constraints
imposed on them by the society they will develop towards their
fullest potential, both educationally and morally. In the 17th-
century, naturalism is the idea or belief that only natural laws and
forces operate in the universe. The Organization Grade levels of
Naturalism have the following EXCEPT for ______?
A. Adolescence
B. Boyhood
C. Childhood
D. Girlhood
E. Infancy
ANSWER:
c. Girlhood
Key to Correction:
1. A.
2. A.
3. C.
4. E.
5. C.
REFLECTIVE
 References
FORMAL DISCIPLINE, RATIONALISM and NATURALISM by
BAUTISTA, CRISZIA FAYE S.BSE-SUPPLEMENTAL
https://www.nursingpath.in/2019/02/naturalism-philosophy-oHUMANISM
and MUSLIM EDUCATION by
Ma. Fe P. Pasay BSEd - Supplemental
https://en.wikipedia.org/wiki/Renaissance_humanism_in_Northern_Euro
pe
https://en.wikipedia.org/wiki/Northern_Renaissance
https://www.worldhistory.org/Renaissance_Humanism/f-education.html
https://www.slideshare.net/maheswarijaikumar/philosophy-of-naturalism-
education-177826045
 PRSENTOR:

GARRY S. BARLIS
BSE-Supplemental
BLOCK A